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THE 



LIVING METHOD 



FOR LEARNING 



How TO Think in Spanish, 



BY 



CHARLES F. KROEH. A. M., 

FROFESSOB OF LANGUAGES IN THE STEYBNB INSTITUTE OF 

TECHNOLOOT, HOBOEEN, N. J. 



Ccpyright 1892, by Charles R Kraeh. 

ALL RIGHTS RESERVED. 



Fourth Edition. 



LONDON, ENGLAND and HOBOKEN, N. J. 

Z>T7BX^S^ES S-ST 'TIKE 






VARD 

By THd HSim'MTHOR. 




1 HE LIVING METHOD FOR LEARNING HOW TO 

THINK IN FRENCH, 9i oo 

THE PRONUNCIATION OF FRENCH 35 

THE FRENCH VERB, 50 

A treatise to facilitate reading and conversation { it 
eootains also a new and very easy method of classify* 
ing and remembering the irregular verbs. 

THE UVINO METHOD FOR LEARNING HOW TO 
THINK IN GERMAN (including the Pronunciation 
of German), •••••••••150 

THE PRONUNCIATION OP GERMAN (separately), • 95 

THE LIVING METHOD FOR LEARNING HOW 'iO 
THINK IN SPANISH (including the Pronunciation 
of Spanish in Spain and America), • • • • i 50 

THE PRONUNCIATION OF SPANISH IN SPAIN AND 

AMERICA (separatelyX .••... 15 



THE LIVING METHOD. 



You cannot speak Spanish while thinking in 
English. 

If you tried to do so, your conversation would 
consist largely of pauses, during which you would 
endeavor : 

1. To find Spanish words and phrases corres- 
ponding to your English ones ; and 

2. To rearrange them so as to make them 
idiomatic. 

That would consume entirely too much time. 

There is only one way to speak Spanish and 
that is by remembering what Spaniards say under 
the same or similar circumstances. 

To remember this, you must first learn it by 
hearing or reading. That is self-evident. There 
can be no other way. 

To accomplish this, it is not necessary that 
you should live in Spain, but you must live in 

SPANISH. 

The following pages will show you how. 

GENERAL PRINCIPLE. 

Associate complete Spanish sentences with 
your daily actions. Say what you do. 



TO THE STUDENT. 

"When yon have learned the following pages you will 
be in possession of phraseology describing most of yonr 
actions during the day, from the time yon rise until you 
go to bed. 

You should endeavor to acquire the habit of associating 
these foreign phrases so perfectly with your actions that 
they will mutually suggest each other. "Whenever yoq 
do anything, say what you are doing, if you are alone, or 
think it, if you are not. This method has two great 
advantages : 

1. — ^It eliminates English for the time. 

2. — ^Tou can practice it, off and on, all day long, with- 
out taking time from other duties. 

When you have associated your own actions and words, 
the actions of others are observed and made to suggest 
the foreign expressions. 

When all this is accomplished, the remainder of your 
task consists in the substitution of new words and phra- 
ses in the sentences you already know, in accordance 
with the genius of the language, so that the accurate 
knowledge of one sentence will enable you to make a 
large number of the same kind. 

FinaUy, you will be shown how to connect such ample 
sentences in all possible ways. 



INTRODUCTION. 



PRONUNCIATION, NUMBERS, OBJECTS, THEIR 
PARTS, RELATIONS AND QUALITIES. 






THE PRONUNCIATION OF SPANISH. 



THE VOWELS. 

English vowels have a tendency to become obscure 
in unaccented syllables. Compare, for example, man 
and statesman (statesman). Spanish vowels undergo 
no such change. 

Spanish vowels are mostly short. Rules will be given 
further on. For the present, the long ones will be 
marked a, e, i, o, u. 

The emphatic syllable of a word is easily distinguish- 
3d. If a word ends in a vowel, or in n or s, emphasize 
the preceding syllable (the penult); if it ends in any 
consonant except n or 5, emphasize the last syllable. 
Words that do not follow these two rules have the 
emphatic vowel marked with the acute accent (a, /, {, (^, A) 
both in writing and in print. 

A. 

A sounds like a in father, or like the exclamation 
ah I It has the same sound whether it is long or short, 
and this is true of all Spanish vowels. In English, on 
the other hand, a in fate is called a long a and a in fat 
a short a, although you cannot obtain the latter by 
giving less duration to the former. They are entirely 
different sounds. The terms long and short, therefore, 
do not mean the same thing in the two languages. 



6 THE PRONUNCIATION OF SPANISH. 

In the following examples, the consonants are pro- 
nounced as in English so that you can give your whole 
attention to the explained vowels. 

Pronounce : — Palma, catarata, andan, plata, alas, 
barba, basta, armar, canal, atacar. 

Which syllable is emphatic in each of these words ? 

Pronounce: — Sal, sala, salas, salar, cama, fanal, 
gana, ganas, ganan, ganar, patata, Par&, papa, mam&, 
af&n, c&mara, l&mpara. 

Did you pronounce all the a's alike, or did you 
incorrectly give some of them the sound of the first and 
the last a in the English word America f 

Did you observe the emphatic syllable T 

Bead slowly. Look at every letter. Pronounce one 
syllable at a time. Practice audibly. Do not pass on 
until you can pronounce the above examples accurately 
and fluently. To\i will not leai*n to pronounce Spanish 
by simply reading this book. You must practice. A 
good way to do this is in the intervals between other 
work, BJid frequently rather than long at a time. 

JSf, when short, sounds like e in ehh^ met. 

Examples : cd, el, f rente. 

When long, it sounds like a in fate; but there is 
this difference: in the word/a^ there are two sounds 
between /and t. Pronounce very slowly and you will 
hear first the Spanish e and then a slight sound of the 
English e ( as in eel) just before you get to the t. In 
Spanish this second sound must be omitted. 

Examples: nene, Pepe. 



THE PRONUNCIATION' OF SPANISH. 7 

Jpronounce : — En, me, iSve, mente, temple, ende- 
ble, de, lente, pelele, rev6s. 

The ending es is short except in proper names. 
Compare /anaZe^ and Andres. 

In some words e long has the sound of a in dare, but 
these must be left to actual experience. 

I. 

I sounds like the vowel in feel when long, and like 
that infill when short. 

Pronounce : — Mi, mil, bills, sin, fin, simil, lista, 
intriga, l&grima, eremita. 

If you pronounce the English word no very slowly, 
you will hear two sounds after the n. The first is the 
Spanish o, and the second is that of oo in mood. Try 
to omit this sound of oo in Spanish words containing a 
long o as in como, nota. 

When short, o sounds like u in hut; as in tonto, 
nombre. 

In some positions, o sounds as in on, gone. This is 
the case before r followed by a consonant, as in corto ; 
in the final syllable or, as in licor; in the final syllable 
on, as in botdn ; and in individual words which must be 
learned by experience. 

Pronounce: — Colono, boc6n, fondo, dolor, coro, 
gordo, olor, plomo, poco, mon61ogo, mano, mosca, po- 
bre, llrico, rat6n, Norte. 



/ 



8 THE PEONUNCIATIOK OF SPANISH. 

u. 

17*1 when long, soands like oo in foolf and when 
shorty like u in full. 

Pronounce: — Un, Sar, curul, bululii, pluma, cti- 
pnla, luna, lumbre, betiin, dtil, ciimulo, f utnro. 

REVIEW. 
Pronounce a, e, iy o, u, both long and short. 

EXERCISE I. 

Pronounce each vowel according to the preceding 
directions, and the consonants as in English. 

Determine the emphatic syllable of each word, when 
it is not indicated by the accent. 

Pepe, fin, lirico, l&grima, delantal, Alc&ntara, simil, 
tel6f ono, fuga, gusto, tonto, altura, mon61ogo, una, mas, 
santo, comuQ, picaro, sol, si, loco, gato, le6n, gafas, 
botica, esta, estfi, contento, amigo, culpa, 14stima, lugar, 
oscuro, plomo, tomar, suspiro, tinico, peg6, tirano, ama- 
pola, punto, conyento, literatura. 

After this exercise the student is expected to accent 
( emphasize ) his words correctly. 

EXERCISE n. 

Determine which vowels are long according to the 
following rules. 
All unemphatic vowels are short. 

Emphatic vowels are long only : — 

1st. When followed by one consonant (or ch) 
having a vowel after it, as in maao, mticho ; 

2d. When followed by two consonants the second 
of which is Z or r as in doble^ cobre. 



THE PBONUITCIATION OF SPANISH. 9 

These rules do not apply to vowels ocurring in the 
antepenult (third syllable from the end) which is always 
short; as in capitulo, par&frasis. 

PuntO; copla^ intimo, compone, componer, camino, 
caracter, pintura, abre, figur6, cucurucho, donde^ apur6, 
importante, algo, aleman, alemana, natal, seguro^ tocar, 
campo, pasta, escopeta, migas, semblante, intitil, soga, 
conducta, enemigo, sepulcro, paloma, mostacho, clavel, 
cable, estfi, lugubre, endeble, est6, Alcal&. 

After this exercise, the student is expected to recog- 
nize long vowels. 

THE CONSONANTS. 

With few exceptions, the Spanish consonants are 
pronouniped with less determined articulation than 
those to which they correspond in English. The 
following require especial attention. 



^has no sound. Leave it out entirely in pronounc- 
ing. 

Hola, hambre, Alhambra, hilo, humo, idcohoL 

Ch always sounds as in choose^ much; never as in 

architect, or in chaise. 

Mucho, hecho, ocho, muchacho^ chico, chasco, San- 

cho. 

C and Qu« 

The sound of h is represented in Spanish by c before 
a, 0| u, and consonants, and by qu before e and t. 



10 THE PBONUNCIATION OF SPANISH. 

Cama, color, cura, claro, crimeni Quito, que, qui, 

quinto. 

Cu. 

The English sound of jw (z=s kw) as in quill is re- 
presented in Spanish by cu. 

Cual ( = kwal ), cuenta ( == kwenta ), ouarto, cuero, 
cuanto, Guarenta. 

Pronounce^ ca, que, qui, co, cu ; cwa, ewe, eui, cuo. 

C and Z. 

The sourJ of th in thin, with ( which must not be 
confounded with the th in thee) is represented by c 
before e and i and by z before a, o, u and at the end of 
syllables, 

Cena, cinco, centre, C6sar, Cicer6n ; zapato, plaza, 
corazon, Gonzalez, conozco. 

Note.— With proper names ending in ez, it is not cus- 
tomary to write the accent although the syllable preceding 
the ending is emphatic. Pronounce Martinez (Martinez), 
Gonzalez (Gonzdlez). 

When does c sound like k and when like th f Pro- 
nounce za, ce, df zo, zu, ez ; ca, ce, ci, co, cu. 

Important Note.— In the Sptmish colonies of Ameri- 
ca and in parts of Spain, both c and z are pronounced like 
8 in 80, 7ii88 (not as in rose, is), although the Castilian 
sound is taught in the schools. The student is advised 
to familiarize himself with both pronunciations if he 
wishes to understand the spoken language. 

When cc occurs, the first o sounds like k and the 
second like th in thin; as in accidente. 
Some do not sound the first c. 



THE PRONUNCIATION" OF SPANISH. 11 

EXERCISE III. 

Gaciqne^ alcohol, cuatro, cuarto, luz, quemo, hacha; 
cuerO; azucar, mosquito, muchacho, l6Cci6D, zozobra, 
chico, habla, cnal, azucena, quimica, escuela, esquela, 
yez, leche, Alhambra, coraz6n, hecho, cuenta,reconozco, 
quimera, marchar, cuarteto, porqn^, l&piz, alcohol. 

' 2> between two vowels, before r, or at the end of 
a word sounds like th in thee, those ( not as in thin ). 

Toledo, todo, cadeua, poder, prado, modesto, la- 
dr6n, podr&, usted, sed, Madrid. 

In other positions d sounds more like the English 
d only that the tongue touches more lightly and fur- 
ther down on the teeth. 

Note. — The loose articulation of this letter frequently 
causes it to become inaudible; so that mted becomes ttsti; 
todo, too and to; nada, naa and na; cuidado, cuidao ; terddo, 
tenia I comprado, comprao. This practice of dropping the eZ 
is very general in Spain and America when this letter is 
final or when it occurs in the endings ido and ado, 

Andalusians sometimes drop d even from the begin- 
ning of a word and say, for example, inero instead of 

m 

diner 0, 

Castilians sometimes give the wrong th sound (as in 
thin) to final d. 

B and \. 

Spaniards continually confound h and v to such an 
extent that. the Spanish Academy felt itself obliged to 
publish fifteen rules for the spelling of words contain- 
ing these letters, besides giving long lists of such 
words. The reason is that both h and v are made by 



12 THE PRONUNCIATION OF SPANISH. 

toucliing the lips together. In h the contact is light 
and the lips are relaxed and in v there is a certain con- 
traction or tension of the lips. 

The English v is made by touching the lower lip to 
the upper teeth. If this is done very lightly, it will 
produce a fair approximation for those who cannot 
make the Spanish lip v. 

Barba, basta, lobo, bobo, caber, amaba, amable; 
vaca, venir, vivo, voz. 

Cr and Cru. 

The hard sound of g as in go is represented in Spa- 
nish by g before a, o, te or a consonant and by gu before 
e and i. 

Gana, gozo, gula, grande, globo; &guila, cargue, 
seguir. 

But gti before a or o sounds like gw (as in anguish). 

Agua, legua, antiguo, guardar, guante, guapo. 

When gua begins a word, some drop the g and pro- 
nounce the u like b.w; guardar=wardar. 

To get the sound of gw before e or i, a diaeresis is 
placed over the u (ii) to show that it is not silent; as 
in antigiiedad, argiiir, vergiienza. 

Pronounce ga, gue, gui, go, gu; gua, giie, giii, guo. 

Cr and J. 

before e and f, and^ before all the vowels repre- 
sent a sound not existing in English. If you have no 
opportunity of hearing it or of hearing the German ch 
in ach (not as in ich), you can learn this sound by 
observing the following directions : 



THE PROKTJNCIATION OF SPANISH. 13 

Arch the back of the tongue up towards the soft 
palate (by drawing the point of the tongue back from 
the lower teeth without allowing it to rise, open your 
mouth and then expel the breath through the narrow 
space left between the tongue and the soft palate, as. in 
saying ha I 

The result should be a sound, which is capable of 
being prolonged to any desired extent without the aid 
of a vowel, and which differs from h in ha! by its 
grazing the tongue and soft palate. 

Join this new sound to each of the vowels u, o, a, e, i, 
and you will pronounce ju, jo, Ja, je or ge, ji or gi. 

The easiest vowel to begin with is w, because its 
tongue position is very nearly the same as for J. 

Junto, justo, jubilo, joveu, hijo, mejor, p&jaro, ori- 
gen, margen, general, p&gina, gigante, 16gica. Jam&s 
muger seme j ante dej6se, de fijo, ver. 

The word reloj is pronounced rel6. 

Andalusians are inclined to give h the sound of j 
and say, for example, Ja^a for haga,jumo for humo. 

EXERCISE IV. 

Cualidad, pulque, adivina, lobo, aguja, paraguas, 
sfibana, sabana, flojo, guapo, cuidadoso, ventaja, bon- 
dad, guedejas, echado, azogue, naranja, sigue, cuadro, 
seguido, diligente, cuajar, dedo, corbata, dirigir, salida, 
joven, nariz, antigiiedad, antiguo, abajo, Cubano, aje* 
drez, boda, tijeras, mitad, sflaba^ navaja, acabado, tar- 
jeta, ingeniero. 



14 THE PRONUNCIATIOK OF SPANISH. 

8 always sounds like s in so; never like s in rose, 
or sure, or vision. 

Rosa; suma, vision, casa, sesenta, InneS; mes^ mesa, 
barbas, numeros. 

Note. — Final a is frequently dropped in conversation 
when the next word begins with a consonant, especially 
I, m, n, r, Thus^ todos los dia8,=todo lo dias. 

In words like discipulo, few take trouble to sound both 
«iind c. Some say dicfpulo and others disfpulo. 

Some pronounce 8 at the beginning of a syllable like 
the Spanish c or e and say cecenta for seeenta. At the 
end of a syllable, some substitute for a an aspirate, that 
is, a sound resembling an English A or a smooth Spanish 
;; as mij-mo or mih-mo for mismo ; b^rbaj or barbah for 
barbas. 

if is pronounced as in English. In final on, a 
nasal sound like that of the French on is sometimes 
heard, which should not be imitated. So also the pre- 
fixes con, en, are sometimes made nasal before c, g or j. 
In these nasal sounds, the breath is not directed towards 
the upper teeth while pronouncing o, e, but upward 
from the throat and sets the soft palate in vibration, 
while the n is silent. 

Kg does not sound as in singer nor as in finger. The 
two letters are pronounced separately. Thus : lengua 
=len-gua, sangre=san-gre. 

VengOy tenga^ ingles, fandango, ninguno. 

• ft. 

,£t is a separate letter of the Spanish alphabet. In 
the dictionary its place is after n. It sounds like ni in 



THE PBOKtTNOIATIOK OF Sl>AKIStt. 15 

onion; that is, it has the sound of n followed by and 
intimately blended with the sound of y in yes. 

Example : can6n, (can-y6n); senor, (sen-yor). 

Nino, pano, nfias, afLo, niquinaqae. 

LI is also a separate letter, found after I. It is pro- 
nounced by careful speakers like I followed by y in yes; 
caballo=cabal-yo, llave=l-yave ; but many people pro- 
nounce II like y in yes, and say caba-yo, yave. Practice 
the first way. 

Gaballero, Murillo, Sevilla, mantequilla, Ueno, lie* 

gar, Hover, llevar. 

Y. 

T alone or final has the same sound as the Spanish « 
(Engl, f eel f fill); as in y, muy,.ley. 
Before a vowel, y sounds as in yes. 
Yucatan, yo, ya, yugo, tuyo, yeso, yema. 

Note.— In Cuba, the sound of the English J as in johe 
is often heard for y before a vowel : (yo=jo, with Engl. J). 

R. 

B is sounded clearly with the tip of the tongue 
touching above the upper teeth, but without trilling or 
rolling, when it stands between two vowels or at the 
end of a word. 

Para, hora, color, colores, claro, tomar, tomarS, os- 
curo, tener, venir, comeremos. 

But r is sharply trilled at the beginning of a word. 

Bana, rebelde, resto, risa, ritmo, roble, roca, rumbo^ 
rustico. 



16 THB PRONTJITOIATION OF SPANISH. 

Those wio do not naturally trill or roll r, will re- 
quire persistent efforts for weeks to learn this sound. 
The point of the tongue lightly touches just above the 
upper teeth and is set in rapid vibration by the breath. 
When you can produce this vibration, try to begin with 
a clear trill without preliminary escape of breath. 

B accompanied by other consonants is apt to be 
trilled when the combination readily admits of it j as in : 

Escribe, arco, prado, harpa, trampa, carta, farsa, 
israelita, margen, menjurje, malrotar. 

The uneducated sometimes drop r between two 
vowels and say paa, paece, for para, parece. 

Caution. B does not modify the sound of the pre- 
ceding vowel as it does in the English words : herdj 
birdf word^ murmur, myrtle. Give each vowel its re- 
gular sound. 

Jiterno, persona, eurso, ir, sfrvase, virtud 

Rr. 

Br, which is considered a separate letter, is always 
trilled. 

Torre, arreglo, camorra, corre, terrible, error. 

Distinguish between caro (dear) and carro icartj ; 
pere (but) and perro (dog). 

Practice on the following in which all the r^s are 

rolled : 

Erre con erre en barril, 

Erre con erre en cigarrosj 

A11& en el ferro-carril 

&&pidos corren los carros. 



THE PRONUNCIATION OF SPANISH. 17 

X. 

Formerly x had two sounds, one (ksj as in English and 

the other like Spanish j, and they used to spell Xerez, 

Mexico, Alexandro, Quixote, Ximenes instead of Jerez, 

M6jieo, Alejandro, Quijote, Jimenes. Occasionally we 

see such words spelt with x now ; but with such rare 

exceptions, x now sounds as in English. 

The prefix ex is generally pronounced es betoie a 

consonant; exeusar=escusar, expreso=espreso, extran- 

j ero = estran j ero. 

w. 

W occurs only in foreign words and is usually pro- 
nounced like v; as in Waterloo, Wamba,wag6n. Some- 
times it sounds like Spanish m (or English w). 
Washington is pronounced by the Spanish Academy 

o&sigton. 

EXERCISE V. 

Give your attention to one syllable at a time. 

In dividing into syllables, one consonant between 
two vowels (also ch, 11, fi, rr) goes with the second: 

a-mar, bue-no, ha-Uar, sue-no, he-cho, pe-rro. 

Two consonants are separated ) as es-tar, Es-pana, 
con-mover ; unless the second consonant is I or r, in 
which case both go with following vowel: 
1 ha-blar, con-cluir, a-fligir, si-glo, a-cre. 

Pronounce by syllables : — Chispa, asado, ama- 
rillo, espanol, vengo, ayuda, corcho, mafiana, arriba, 
ingles, mercado, ex&nime, cuchillo, mesa, yendo, atr6s, 
ayudante, dona, cuyo, cuociente, silla, Juan, yerba, 
cuesti6n, aqui, Have, engano, curvo, cable, eaquina, 
clase, vaya, muneca, firmar, burro, cerveza, alK, do- 



18 



THE PRONTTNOIATION OF SPAOTSH. 



mingo, rat6ii^ m&ximO; hermano, pedazo, sfrvase, Mi- 

guely pizarra, ceniza, asa, azul, mariposa, rodilla, Ma- 

drileno, pequeno, cabeza, murmurar, Enrique, subir, 

cosa, verdad, ejemplo, Fernandez, castano, ver, esponja, 

eqnipaje, halagiieno, guitarra, Rodriguez, despropor- 

cionadisimamente. 

REVIEW. 

Pronounce the following syllables: — Er, re, 

giii, ja, iz, he, os, gu, ido, ba, ca, za, ge, gue, no, rra, 
go, cha, ji, guo, lla, zu, cua, ud, ci, que, ga, cuo, aj, 
ex, va, cu, ez, jo, qui, giie, co, ee, yo, gi, cue, gua, 
gui, cui, ju, ingles. 

THE SPANISH ALPHABET- 
Pronounce the names in Spanish : 






de 



€ 



e 






ge 



ache 






ka 




ele 






erne 



ene 



ene 





cu 



ere 



u 

erre 





ese 



te 










pe 




ve 






ye or i griega. zeda or zeta. 



f THK PBONUNOIATION OF SPANISH. 19 

VOWEL - COMBINATIONS. 

Vowel combinations abound in Spanish to such a 
degree that a special sfcudy of them is indispensable. 

In all such combinations the sounds of the vowels 
are not changed except by the natural effect of connected 
utterance. 

Any two vowels may give rise to five combinations ; 
thus a and i may occur as di, ai, ia, id, or neither of 
them may be emphatic. By pronouncing the words 
caigo, pais Maria, di&fano, paisano, it well be seen that 
pais and Maria cannot have ai or ia merged into one 
syllable, while the others can readily be blended and 
formed into diphthongs. In di the voice glides without 
a break from a to % while in id the i has the value of 
the English consonant y in yes ; didfano=d-ydfano. 
Unemphatic i always has this sound before another 
vowel; pi6=p y6, vi6=v-y6. viuda=v-yuda. 

Similarly, an unemphatic u before another vowel, 
assumes the function of the English consonant w in we; 
agua=4g-wa, pues=p wes, fui=f-wi, cuota=k-wota. 

The Spanish Academy says that the weak vowels i 
and u may form diphthongs with each other or with 
the other vowels ; but that a, o, e cannot thus combine 
with each other. It defines a diphthong as the union 
of two vowels by a single effort of the voice. 

In conversation, however, and not unfrequently in 
poetry, combinations of a, o and e among themselves 
are also very intimately blended. 

We will now examine these combinations in detail. 



20 THE I>R0NUJ5^CIATICWf OJF SPANISH. 

giving most Examples under those which occur most 

frequently. 

a and a* 

When two a^s come together in the same word or in 
two words, do not detach them by a pause however 
short, but glide from one to the other. The result is not 
a single a, but a single breath in two continuous waves, 
as in singing a vowel to two slurred notes. In English 
double vowels, like cooperate, pre eminent, tHe second 
begins with a fresh impulse. In Spanish it does not. 

Saavedra, una almendra, una ala ) alld asoma. 

a and e. 

One syllable (which means a smooth glide from one 
to the other as above described) : ae, ea with neither a 
nor e emphatic, and sometimes ea. 

Caer&, f ealdad, acaecer ; trae, caen ; estropear. 

Two syllables , 6a. Tarea, f ea, pelea, sea, idea. 

Important Rule, — When a word ends in two vowels, 
emphasize the first, if it is a, o or e. If,, however, the 
first is i or u, neither is emphatic, and the stress falls on 
the preceding syllable. Thus, tarea is pronounced 
tar6a, while serio=s6rio. See Appendix P. 26. 

Exceptions are marked with the acute accent; as 
D&nae, filosofia. 

If a word contains no other syllable on which the 
emphasis could fall, it is of course unnecessary to 
mark it with the accent; as dia (=<]i-a), lio (=li-o). 

The verbal termination ia (=ia) is rarely marked. 

An emphatic vowel is long when it comes before 
another vowel : tarea^ dia^ Ho, 



THE PRONUNCIATION OF SPANISH 21 

a and i or y. 

One syllable: ai and ia (neither vowel emphatic), 
di or dy and id, 

Traidor, paisano; Jaime, traigo, baile, aire, hay; 
variable, diablo, apreciar. 

Two syllables : ai and ia. 

Pais, ahinco, raiz, caida; dia, armonfa, tenia, 
Maria. 

The h in ahinco and similar words has no effect on 
the pronunciation. Leave it out entirely. 

a and o. 

One syllable: ao, oa (neither vowel emphatic), do 
rarely od. In these cases, the o inclines to the sound of w. 
Joaqum, extraordinario, coagular ; quedaos. 
Two syllables : ad, da. 
Fararfh, ahora, proa, Lisboa, canoa. 

a and u. 

One syllable: au, ua (neither vowel emphatic), dik 
and ud, 

Autor, ahuyentar, nauf ragar ; Juanita, estatua, cau- 
sa, lauro, aplaudo ; cual, cuando, igual. 

^Two syllables: au and lia. 

Baul, aun, ataad ] falua, fluctua, contintia. 

e and e. 

See remarks on aa. 

Acreedor, preeminencia, vehemente, lee. 

c and i or y. 

One syllable: eijie (neither vowel emphatic), 4i or 
^ and a. 



22 THE PEONTJl^CIATION OF SPANISH. 'i 

la ei the e sounds like a in dare. 
Deidad, rein6; propiedad, qoietud, nadie; rey, seis, 
veinte, treinta, reina. 
Two syllables : ef, fe. 
Lei, leimos, leido, creible ; ries, rubies. 

e and o. 

One syllable : eo, oe (neither vowel emphatic , and 
eS and de. In these cases, the effect of the e is similar 
to that of i. 

Leonor, 61eo, id6neo ; campe6n j roe. 

Two syllables: 60, oS. 

PaseOy correo, hebreo ; proemio, roemos, poeta. 

e and u. 

One syllable: eu, ue (neither vowel emphatic, (Su 
and uS. 

Europa, eulogio ; pueril, tenue, pingiie (=pin-gwe), 
averigiie j neutro, f eudo, deuda ; pues, f u6, sueno, lue- 
go, huesO; bueno. 

(Before ue the uneducated sometimes pronounce g 
hard instead of b and say giieno for bueno). 

Two syllables : eii, ue. 

Creusa; flucttio. 

i or y and o. 

One syllable: to, oi (neither vowel emphatic ), iVand 
6% or &y. 

In 6if dy, the sounds in gone. 

EstudiO| precio, nacional; Moises, oir6; naci6n, 
gloriosa^ Di6s, estudi6; sois, her6ico, est6ico, oigo, 
hoy, soy. 



THE PBONUNCIATION OF SPANISH. 23 

Tkco syllables: to, oi. 

Bio, envio, periodoj oir, oido, heroina. 

i or y and u. 

These two vowels always form one syllable. 
Ciudad, caidado, ruisenorj viuda, Luis, ruin, fuij 
fluido, gratiiito, muy. 

o and u. 

One syllable : uo with neither vowel emphatic, 
and u6. 

Monstruo, antiguo, perpetuo; suntuoso, fluctu6, 
cuota. 

Two syllables : uo as in duo. 

The combination ou does not occur in Castilian 
and 6u occurs only in the word bou. 

In poetry some of the combinations given as one 
syllable may be counted as two by poetic license j but 
combinations of a, e, o always count as two at the 
end of a line. 

Diphthongs are measured as long and short by the 
same rules as single vowels. 

THREE VOWELS. 

Of the great number of possible combinations of 
three vowels, the following are counted as one syllable. 

i&i as in apreciais, estudiais; 

i6i " " desprecieis, estudieis; 

ufii u&y " " amortiguais, Uruguay, Paraguay j 

u6i u6y " " santigUeis, buey. 

The first vowel plays the part of a consonant; f=jt" 
and w=w. 



24 THE PBONXTNCIATION OP SPANISH. 

In poetry, these triphthongs are sometimes reckoned 
as two syllables : i-ai, ieiy u-di, u-ei. 

Sometimes even four vowels occur together in 
poetry and are counted as one syllable. 

Fahio ay dolor; Aio awsencia; que a ^wropa. 

SIMILAR WORDS IN SPANISH AND ENGLISH. 

Many Spanish words are spelt exactly or nearly like 
English ones. Every such word is liable to be mis- 
pronounced, unless the student is continually on his 
guard. 

The following examples will be useful not only for 
practice in pronunciation, but also for the acquisition 
of words. 

Look out for the emphatic syllable and pronounce 
it long or short according to the rules given. 

Do not slur over any vowel or give it an obscure 
sound. 

Consider each letter or syllable, or you will be sure 
to follow your English habits of pronunciation. 

Naci6n, absorci6n, admiraci6n, aflicci6n combina- 
ci6n, posesion, religi6n, conversaci6n, especulaci6n, sa- 
tisfacci6n, instrucci6n. 

Abominable, lamentable, inalteirable, corruptible, 
iufalible, amable. Imperial, neutral, inmortal, actual, 
principal, pastoral, artificial. 

Teoria, energia, filosofia, melancolia, meteorologia, 
econorala, compania. Memoria, conveniencia, justicia, 
abundaiicia, academia, residencia, modestia, elocuencia* 
paciencia, historia. 



THE PRONUNCIATION OF SPANISH. 25 

Establecimiento, acorn panamiento, regimiesLto^ Sa- 
cramento, tormento, fragmento, experimenta Agri- 
cultural abertura, escritnra, estructura, arquitcetura. 

Gorruptibilidad, actividad, agilidad, divinidad, di- 
visibilidad, facilidad, dificnltad, barbaridad, generosi- 
dad^ nniversidad, necesidad. 

Honor, deshonor, color, horror, valor, favor. Pro- 
testantismo, catolicismo. Longitud, multitud, esclavi- 
tud. Artista, dentista, violinista, naturalista, xnate- 
rialista. 

Ambicioso, generoso, positive, teatro, ayudante, 
servicio, sorpresa, personaje, inconstante, comercio, 
profesor, tel^grafo, tel6fono, term6inetro, politica, vir- 
gen, tribuna, escriipulo, espectaculo, inmenso, inmedia- 
to, medicina, almanaque, amoniaco, cal6rico, visita, 
ageute, agenda, apetito, producto, cuadrupedo. 

Alternar, alterno, alternante, altemado, alternaci6n. 
Comunicar, comunico, comunicado, comunicaci6n, co- 
municativo, comunicabilidad j comun, comuna, comu- 
nal, comunalidad, comuni6n, comunismo, comunmente. 
Naturaleza, natural, naturalidad, naturalismo, natura- 
lista, naturalizar. 

j PROPER name:s. 

The following names of persons and places will 
afford useful practice. 

Cervantes, Lope de Vega, Calder6n, Feijoo, Jovella- 
nos, Iriarte, Moratin, Arriaza, Quintana, Rivas, Bret<5n 
de los Herreros, Soils, Espronceda, Ayala, ZorriUa, Nu- 
nez de Arce, Campoamor, Heredia, Altamirano, Fernan 



26 THE PEONTJNOIATION OF SPANISH. 






CaballerOy Trueba, Pereda, Alarc6n, Vald6s, Gald6s, 
Pardo Ba^&n, Valera, Castelar, Echegaray, Murillo, 
Velazquez, Madrazo, Zamacois. 

Andalucia, C&diz, Zaragoza, Madrid, Toledo, Gra- 
nada, Valladolid, Badajoz, Guadalguivir, Albuquerque, 
Aranjuez, C6rdoba, Valencia, Sevilla, Gibraltar, Barce- 
lona, Buenos Ayres, Ecuador, Guatemala, M6jico, La 
Guayra, Montevideo, Nevada, Nicaragua, QueHtaro, 
Quito, Habana, Chimborazo, Labrador, Florida. 

APPENDIX. 

1. In words like oigo, neutro, bueno, variable, in 
whicb two vowels precede the last syllabe, do not empha- 
size i or u. Pronounce : oigo, neutro, bueno, variable. 

Examples. Traigo, aula, veinte, suntuoso, glorioso, 
cierro, vuelvo. 

When i or u is to be emphatic, the accent mark is 
placed on it : baul leimos, heroin a, pua. 

The endings ido, ida, are however frequently left 
unmarked: leido (=leido), caida (=caida). 

2. When neither of the two vowels is i or w, the 
second is the emphatic one. Pronounce: poeta. 

3. When u and i occur together, the one placed 
second is emphatic : diwrno, ruma. 

4. Y between two vowels is regarded as a consonant : 
rayo, cay6, suyo, cuyo. 

CONCLUSION. 

After mastering the pronunciation of single words, 
the next step is to acquire fluency by connected reading. 
This can be accomplished only by frequently reading 
aioud pieces whose meaning the student perfectly 
understands. 



HOW TO THINK IN SPANISH. 



THE NUMBERS. 

Numbers f omisli perhaps the easiest introduction to 
thinking in a foreign language. It is comparatively easy 
to associate new names with the symbols 1; 2, 3, etc. and 
to keep their English names out of your mind, if you will 
take the trouble to write the figures (not the words) on a 
piece of paper at the same time that you pronounce their 
Spanish names. Do this deliberately and frequently 
until you know them. 



cero. 

1 uno. 

2 dos. 

3 tres. 

4 cuatro. 

5 cinco. 

6 seis. 

7 siete. 

8 ocho. 

9 nueve, 

10 diez. 

11 once 

12 doce 

13 trece. 

14 catorce 

15 quince. 



17 diez y siete or diecisiete. 

18 diez y ocho or dieciocho. 

19 diez y nueve or diecinueve 

20 veinte 

21 veinte y uno or veintiuno. 

22 veinte y dos. 

23 veinte y tres. 

24 veinte y cuatro, etc, 

30 treinta. 

31 treinta y uno, etc 
40 cuarenta. 

50 cincuenta. 
60 sesenta. 
70 setenta. 
80 ochenta. 
90 noventa. 



16 diez y seis or dieciseis. 100 ciento. 



28 HOW TO THINK IN SPANISH. 

101 ciento uno, 1,000 mil. 

135 ciento treinta y cinco. 1,006 mil seis. 

200 doscientos. 1,100 mil ciento. 

206 doscientos seis. 1,200 mil doscientos, etc 

300 trescientos. 2,000 dos mil. 

400 cuatrocientos. 10,000 diez mil. 

500 quinientos. 100,000 cien miL 

600 seiscientos. 500,000 quinientos mil. 

700 setecientos. 1,000,000 un mill6n. 

800 ochocientos. 2,000,000 dos millones. 

900 novecientos. 

1,492 mil cuatrocientos noventa y dos. 
1892 mil ochocientos noventa y dos. 

Read in Spanish : 9, 19, 90, 109, 901, 8, 18, 80, 108, 
802, 7, 17, 70, 703, 6, 16, 60, 106, 604, 5, 15, 50, 105, 
505, 4, 14, 40, 404, 3, 13, 30, 301, 2, 12, 20, 202, 1, 10, 11, 
101, 0, 1,066, 1,776, 1,864, 3,202,679. 

An important exercise in class, or where two or more 
are studjdng together, is to write down the figures (not 
the words) from rapid Spanish dictation in order to 
associate the spoken sound with the symbol. The student 
must resolutely keep the English names from intruding. 

In view of the importance of numbers in our daily 

intercourse, nothing less than perfect familiarity with 

them will answer your purpose. A good way to acquire 

this is to practice the multiplication table ; thus : 

2x2=4 dos por dos, cuatro,- 2x3=6 dos por tres, seis; 
2x4=8 dos por cuatro, ocho, and so on up to 2x12. 
Then 3x2=6 tres por dos, seis, etc., up to 10x12. 

If you still have any difficulty in avoiding the English 
names, write the figures as you say their names while 
multiplying in Spanish. 



HOW TO THINK IK SPANISH. 



29 



FRACTIONS. 

Write the following fractions and say their Spanish 
names at the same time. Repeat this operation fre- 
quently until you know them. 

un treintavo. 

un treintiunavo. 

un treintidosavo. 

un cuarentavo. 

un cuarentiunavo. 

un cincuentavo. 

un sesentavo. 

un setentavo. 

un ochentavo. 

un noventavo. 

un centavo. 

un cientunavo. 

un doscientavo. 

un doscientunavo, 

un trescientavo. 

un cuatrocientavo. 

un quinienlavo. 

un seiscientavo. 

un setecientavo, 

un ochocientavo. 

un novecientavo. 

un milavo. 

un milunavo. 

un dosmilavo. 
^ un veintitresavo. y g^ ^^g un diezmilavo. 

^ un veinticuatravo. TTuSinr ^^ cienmilavo. 

^ un veinticincavo. nnriinnr "^ millonavo. 

■^^ un veintiseisavo. 

Read in Spanish: J, f, |, ■:fj, -jSj, H, 14» A» A; H> 
if -fuf 4> h tV> Hf ^h ih ih VaV- 



^ un medio. 


lAr 


^ un tercio. 


T^ 


f dos tercios. 


■h 


\ un cuarto. 


A 


f tres cuartos. 


i?r 


\ un quinto. 


^V 


f cuatro quintos. 


irV 


^ un sexto. 


tV 


^ un sdptimo. 


1?. 


\ un ochavo. 


^ 


^ un noveno. 


rliF 


r^jf un ddcimo. 


Tb 


^j un und^cimo. 


tItt 


^ un dozavo. 


tJt 


^ un trezavo. 


■Jftly 


^ un catorzavo. 


4rH 


■^j un quinzavo. 


Tffrir 


y^Y un dieciseisavo. 


T^TT 


^ un diecisietavo. 


7 Jit 


^ un dieciochavo. 


si(r 


■^ un diecinuevavo. 


ToTT 


^ un veintavo. 


10^0 


■^j un veintiunavo. 


iAt 


yV nn veintidosavo. 


2 oVt 



30 



HOW TO THIKK IK SPANISH. 



Learn the following useful application : 
El primero de enero. El veinticinco de julio. 



El cinco de f ebrero. 
El siete de marzo. 
El nueve de abril. 
El dos de mayo. 
El seis dejunio. 



El quince de agosto. 

El dieciocho de setiembre. 

El veinte de octubre. 

El trece de noviembre. 

El treinta y uno de diciembre. 

Whicb mean: the first of January, the fifth of 
February, etc. 

If you have numbered streets (First Street, Second 
Street, etc.), call them as follows : 



Calle primera. 
Galle segunda. 
Calle tercera. 
Calle cuarta. 
Calle quinta. 
Calle sexta. 
Calle s6ptima. 
Calle octava. 
Calle nona or novepa. 
Calle d^cima. 



Calle und6cima. 
Calle duod6cima. 
Calle d^cimatercia. 
Calle d6cimacuarta. 
Calle d^cimaquinta. 
Galle d^cimasexta. 
Calle d6cimas6ptima. 
Calle d^cimaoctava. 
Calle d^cimanona. 



Calle vigesima. 

After 10*** the cardinal numbers (eleven, twelve, etc.) 
are generally used 5 thus: Calle cuarenta y dos. 



HOW TO THINK IN SPANISH. 



81 



OBJECTS. 



When sitting at a table in your rootn, for example, 
have the following objects near you and learn to call 
them by their Spanish names. Point to them in succession^ 
saying deliberately : 

Este es un 14piz. 
This is a leadpencil. 



Esta es una pluma 
Este es un vaso 
Esto es papel 
Este es un peri6dico 
Este es un libro 
Esta es una Have 
Esta es una mesa 
Esto es madera 
Esta es una silla 
Este es un alfller 



This is a pen 
This is a glass 
This is paper 
This is a newspaper 
This is a book 
This is a key 
This is a table 
This is wood 
This is a chair 



This is a pin. 

Endeavor to acquire the habit of thinking of these 
things by their Spanish names, and do the same with 
others that you will learn hereafter. 

Next, point to other objects in the room that are not 
close by, saying at the same time : 

Esa es una l&mpara 
That is a lamp 



Esa es una ventana 
Eso es vidrio 
Ese es un cuadro 
Esa es una puerta 
Esa es una alfombra 
Ese es un estante 



That is a window 
That is glass 
That is a picture 
That is a door 
That is a carpet 
lb at is a book-case. 



32 HOW TO THINK IN SPANISH. 

Esa es una pared That is a wall (side of a room) 

Esa es una alacena That is a closet (in the wall) 

Ese es un armario. That is a closet (furniture). 

Gro to the window and give Spanish names to what you 
see outside; thus, 

Aquel es un firbol 

That (yonder) is a tree 

Aquella es una casa That is a house 

Aquella es una tienda That is a shop (store) 

Aquel es un carro That is a wagon 

Aquel es un qoche That is a cab 

Aquel es un carruaje That is a carriage 

Aquel es un biciclo That is a bicycle 

Aquel es un paraguas That is an umbrella 

Aquella es una acera That is a sidewalk 

Aquel es un jardin That is a garden 

Aquel es un muro That is a wall (outside wall) 

Aquello es piedra. That is stone. 

It is not enough to know the English translation of 
these words ; you must use them. Nor will it suffice to 
know that casa means house ; you must know that it is 
una casa. 

There are two classes of nouns, called masculine and 
feminine by grammarians. The former are used with 
un, estej ese, aquel and the latter with una, esta, esa, aquella, 
K you always learn sentences, and not isolated words, 
you will not have the trouble of deciding which you must 
use; but you must learn them accurately in the first 
place. 

Usto, eso and aquello are neuter and indefinite. They 
are not used when individual objects (or persons) are 
named in the same sentence. ( Wood, paper, etc., are nof 
individual objects, but generic names). 



HOW TO THINK IN SPANISH. 33 

Nearly all noans ending in o are used with un and nearly all that 
end in a are used with una. For the others no practical guide can be 
given, except that all nouns ending in to/i, like una reunion, which 
are common to English and Spanish, are feminine. They are very 
numerous. 

These anH subsequent remarks of the same kind are intended to 
aid you in learning; when you speak, you have no time to think of 
them. The words un muro, for example, must be associated in your 
mind, so that they will come to your lips together like one word. 
Therefore it is not enough to understand the point explained; you 
must practice saying the Spanish sentences audibly until they are as 
natural to you as English. 

If some one asks you about something near him 
4 Qui es esto ? What is this f 
your answer is, of course, 

Ese es un librOj for example. 
Conversely, if some one asks you about something 
near you 

4 Qui es eso ? What is that ? 
you answer is: — Este es un lihro. 



PARTS. 

Get a box that is not very small — a chalk-box (for 
blackboard crayons) or a starch box will do — and 
pointing to it and to its parts, say: — 

Esta es una caja This is a box 

Esta es la tapa de la caja This is the lid of the box 

Esta es la parte superior de This is the top (upper 
la caja portion) of the box 

Esta es la parte inferior de This is the bottom (lower) 
la caja portion) of the box 

Este es el fondo de la caja This is the bottom (lowest 

part) of the box. 

Este es el interior de la caja This is the inside of the box 



34 



HOW TO THn.'K IN SPANISH. 



Este es el exterior de la caja This is the outside of the box 

Este es el lado anterior de This is the front of the box 
la caja 

Este es el lado posterior de This is the back of the bo:i 

la caja 

Estossonloslados do la caja These are the sides of the box 



Esta es la esquina 



This is the corner 



Estas son las esquic as de la These are the corners of the 
caja. box. 

Here we learn: 

1. That some nouns are preceded by el and other by 
la. Ul corresponds to un and la to una ; hence you can 
say una tapa^ una parte, un fondo, un interior, un lado, una 
esquina ; also el Idpiz, la pluma, etc. 

2. That estos, estas, son, los, las, lados, esquinas 
are the plurals of este, esta, es, el, la, lado, esquina. 

Take a glass tumbler, point to its parts and say : 



Este es el interior del vaso 
Este es el exterior del vaso 



Este es el borde del vaso 
Este es el f ondo del vaso 



This is the inside of the glass 

This is the outside of the 
glass 

This is the edge of the glass 

This is the bottom of the 
glass 

Esta esla parte superior del This is the top of the glass, 
vaso. 

Note that we say del for de el. 

Draw a straight line and answer the question 

t Qu6 son las partes de una What are the parts of a 
linea recta f or straight line ? or 

^Cudles son las partes de Which are tlie parts of a 
una linea recta? straight line ? 

Point to the parts as you name them, forming 
senrances like those of la cc^ja. You will need the 



HOW TO THINK IN SPANISH. 35 

words: elprincipio, the beginning — el medio, the middle — 
elfin, the end. 

Draw a circle and imitate the sentences of el vaso in 
answering the question : 

^ Que son las partes de un circulo ? 
m centra, the centre el radio, the radius 

el didmetro, the diameter el arco, the arc 
la circunferenciay the circumference. 

If desired at this point, further practice of the same 
kind can be had on the following subjects. In each case 
point to the part and say the complete sentence. 
Detached words are of very little use. 

i:l lafiz. the leadpencil. 

La punta, the point j el medio, the middle ) el extreme 
or la extremidad, the end. 

LA PLUM A. THE PEN. 

La punta, el medio, el extremo, la extremidad. 

LA AGUJA. THE NEEDLE. 

La punta, the point -, el ojo, the eye. 

EL ALFILEE. THE PIN. 

La cabeza, the head. La punta, 

EL COMTAPLUMAS. THE PENKNIFE. 

Ul mango, the handle ; las hojas, the blades 5 los remor- 
ches, the rivets, el muelle or el resorte, the spring. 

LA HO J A DEL COBTAPLUMAS. 

La punta. Elfilo, the edge 5 el lomo, the back. 

LAS TIJERAS. THE SCISSORS. 

Las hojas de las tijeras, the blades of the scissors; las 
piernas, the handle (lit. legs); los ojos, the holes; el tornillo^ 
the screw; losfilos the edges; laspuntas, the points. 



36 HOW TO THINK IN SPANISH. 

EL CUABTO. THE ROOM. 

Las paredeSy the walls j el suelo, the floor; el techo, the 
ceiling; el rincon, the corner; los rinconeSj the corners; 
las ventanas, the windows; las puertaSy the doors; los 
muehleSf the (pieces of) furniture. 

LA CASA. THE HOUSE. 

Ul cimientOy the foundation; elsdtano, the cellar; los 
muroSy the walls ; las ventanas; las puertas; las escaleras, 
the stairways; los pisos, the stories; loslados, the sides; 
el /rente or lafachada, the front; l(X trasera, the back or 
rear; el tejado, the roof; la chimenea, the chimney; las 
esquinaSj the corners; el mimero, the number. 

EL LIBEO. THE BOOK. 

La encuadernacidn, the binding; las cuUerias, the 
covers or lids; el lomo, the back; las esquinas, the 
corners; la portada, the title-page; el tituloj the, title; 
las JiojaSf the leaves; las pdglnas, the pages; los mdrgenes, 
the margins; el texto, the text; un capitulOy a chapter; 
un pdrrafOy a paragraph; t*/i renglotij a line; una f rase, 
a sentence; una palahra, a, word-, una sildba^ a syllable; 
una letra, a letter; el principio, the beginning; el medio, 
the middle; elfin, the end. 



POSITION. 

Take a pencil in one hand and a box in the other, 
and vary their position to correspond to the following 
sentences. 

El lS.piz e»t& en la caja The pencil is on the box 

El lapiz esta sobre la caja The pencil is on the box 

El Mpiz estd encima de la The pencil is on top of the 
caja box 



v. 



HOW TO THINK IN SPANISH. 



37 



El l&piz estd en la caja 

El lapiz est& dentro de la 
caja 

Ahora estd fuera de la caja 

Ahora est& bajo la caja 

Ahora e^tk debajo de la caja 

Ahora est4 al lado de la caja 

Ahora esta al otro lado de 
la caja 

Ahora est& delante de la caja 

Ahora estd detr&s de la caja 

Ahora est4 contra la caja 

Ahora est& cerca de la caja 
Ahora estd lejos de la caja. 



The pencil is in the box 

The pencil is inside of the 
box 

Now it is outside of the box 

Now it is under the box 

Now it is under the box 

Now it is beside the box 

Now it is on the other side 
of the box 

Now it is before the box 

Now it is behind the box 

Now it is (leaning) against 
the box 

Now it is near the tpx 

Now it is far fron^ the box. 



All these sentences answer the question : 

4D6ndeestfi el Mpiz con respecto & la cajat 
Where is the pencil with respect to the box? 

Learn from these sentences: 

1. That in speaking of position the verb is estd and 
not es. 

2. That no word is used for it; estd here means it is. 

3. That there is no difference between bc^o la caja 
and debajo de la caja. Learn and use both. 

4. That although en has two very different meanings, 
it is very much used. Use it unless there is danger of 
being misunderstood. If there is danger use one of the 
other ways {sobre, encima de; dentro de). 

Make yourself very familiar with these expressions by 
repeating them with other convenient objects whose 
position can be made to vary in accordance with the 
sentences as you speak them 3 for example : 

El alfller estd en la mano The pin is on the hand. 



38 HOW TO THINK IN SPANISH. 

Go through the whole list; then repeat it with 

La pluma estd en el vaso The pen is on the glass; 

but in this case you must remember that de+el=del, and 
say encima del vaso, dentro del vaso etc. 
Next do the same with 

El papel est& en el libro The paper is on the book 

Learn the following additional examples to serve as 
patterns for the use of the italicized words, and then tell 
the relative positions of the different parts of the room 
and of the objects it contains. 

Las paredes estdn alrededor The walls are around the 
del cuarto room 

El piano estd cn^re la puerta The piano is between the 
y la ventana door and the window 

El sofa estd d la derecha del The sofa is at the right of 
estante de libros the book-case 

El estante estd d la izquier- The book-case is on the left 
da del sofa. of the sofa. 

If the exercise is done in a class room, the following 
additional names will be useful. 

HI pupitre, the desk j el banco , the bench ; la plataforma, 
the platform; lapizarra, the blackboard; el yeso the 
crayon of plaster of Paris (chalk is la iiza)) el termometro, 
the thermometer ; el clavo, the nail ; el gancho, the hook ; 
el relojj the clock; el tintero, the inkstand; la tinta, the ink; 
el cuadernOj the copy-book; el libro de apuntes, the 
note-book ; un pedazo de goma, a piece of India rubber ; 
la reglaj the ruler. 

Go to the window and describe the relative positions 
of objects outs' de. 

Learn also the following answers to the question : 
^ D6nde est& el lapiz ? Point as you say them. 



HOW TO THINK IN SPANISH. 



39 



Aqui est& 
Estfi por aqui 
Ahi est& 

Est& por aM 

AUi est& 

Est& por alii 

Est& all& arriba 
Esta alld abajo 
Estd all& adentro 
Est4 alls af uera 
Estfi aqui arriba, etc. 
Est4 m&s ac& 
Estd in4s alld. 



Here it is 

It is here somewhere 

There it is (near the person 
spoken to) 

It is there somewhere (near 
the person spoken to) 

There it is (yonder, away 
from both speaker and 
person spoken to) 

It is there (yonder) some- 
where 

It is up there 

It is down there 

It is in there 

It is out there 

It is up here, etc. 

It is more this way, nearer 

It is more that way, farther 
along. 



LIST OP PLACES. 



The following is a referenoe list of the most usual answers to the 
questions : 

i Donde estuvo usted ? > xKn>^^^ „«,« „^„ • 
lEndondeestuvousted? I Where were you f 

1. Persons. Estuve en casa de CarloSy I was at Charles's 
(house); en casa del senor Garcia, at Mr. Garcia's; en casa de la 
senora de Gonsdlez, at Mrs. Gonzalez's; en casa del profesor; en casa 
del medico, at the doctor's ; en casa del sastre or en la sastreria, at 
the tailor's; en casa del zapatero or en la zapateria, at the shoemaker's; 
en casa de la modista, at the dressmaker's; en casa de mi amigo, 
hermano, hermana, tio, tia, primo, prima^ at my friend's, brother's 
sister's, uncle's, aunt's, cousin's (masc. and fem.). 

2. Countries, Cities. Estuve en Espaiia, I was in Spain ; en 
Franciaj \n France; en Ale7na7ua, in Germany; en Inglaterra, in 



40 HOW TO THINK IN SPANISH. 

England ; en los Estados Vnidos, in the United States ; en Madrid; en 
LondreSy in London ; en Nueva York, in New York ; en la ciudadf in 
'the city ; en el lugar, in the village. 

3. A«*^BY. Estuve d la puerta or estuve junto d la puerta or 
estnve oetca de la puerta, I was at or by the door; (junto) d la ven- 
'tana, 'O&tca de la ventana, al lado de la ventana, at or by the window; 
y(juvlU) al estante, at the book-case; (junto) d la mesa, at the 

4. Places. Estuve en mi cuarto, I was in my room; en el 
.jardin, in the garden; en el patio, in the yard or court ; en la calle, in 
>the street; en la iglesia, in church; en el hotel, in the hotel; en la 
fonda, in the restaurant ; en la casa de huespedes, in the boarding 
house; en el correo, in the post-office; en el mercado or en laplaza, 
in or at the market; en la botica, in the apothecary-shop; en la tienda, 
in the shop. 

5. Estmv en la escuela, I was in school ; en el colegio, in school 
or at college ; en la universidad, at the university ; en el instituto, at 
the institute; en la clase de espahol, in the Spanish class; en el laho- 
ratorio, in the laboratory; en el taller, in the workshop. 

6. Estuve en el teatro, I was at the theatre ; en la dpera, at the 
opera ; en el concierto, at the concert ; en la tertulia, at the party ; en 
la recepcion, at the reception ; en el haile, at the ball ; en el hanquete, 
at the dinner or banquet ; en la boda, at the wedding ; en la junta, at 
the meeting ; en el club, at the club. 

7. Estuve en el parque, I was in the park ; en el campo, in the 
country; en las montaims, in the mountains; en los bancs, at a 
watering place. 

8. Estuve arriba, I was upstairs; abajo, downstairs; arriba de 
la dudad or en la parte alta de la ciudad, uptown; abajo dela ciudad 
or en la parte baja de la ciudad, downtown. 

9. Juan estuvo conmigo, John was with me; con usted, con 
ustedes, with you ; con el, with him ; con ella, with her; con nosotros, 
with us (men); con nosotras, with us (women); con ellos, with them 
(men); con ellas, with them (women). 



DIRECTION FROM THE SPEAKER 

Perform the actions indicated by the following 
sentences and say the words at the same time^ 



HOW TO THINK IN SPANISH. 41 

Voy li4cia la puerta I go (or I am going) towards 

the door 

Voy & la puerta I go to the door 

Voy hacia el estante .1 go towards the bookcase 

Voy al estante. I go to the bookcase. 

Learn from these that voy means / go, the word for I 
being usually omitted j 

Also that d and el combine to form one word, al. 

Go towards and to the following objects and answer 
the question : 

i Ad6nde va usted? Where are you going (to)? 

La mesa, el rinc6n, la ventana, el cuadro, la silla, el 
estante de libros, la alacena, el armario, el piano, el sofd. 
La plataforma, el encerado, el reloj. Mi sitio, (my place). 

Learn the following sentences suiting the action to 
the words: 

Miro adelante, atrfis, arriba, abajo, al rededor, adentro, 
afuera, a la derecha, h, la izquierda, al otro lado; (I am 
looking forward, backward, up, down, around, in, out, to 
the right, to the left, across). 

Miro hacia el norte, (I look towards the north or 
northward); h&cia el sur, (southward); hacia el 6ste, 
eastward; hacia eloeste, (westward). (Nordeste, norueste^ 
sudeste, suroeste). 

Voy adelante or avanzo, (I go forward); vuelvo & mi 
sitio, (I go back to my place); subo la escalera, (I go 
upstairs); bajo la escalera, (I go downstairs); doy vueltaal 
cuarto, (I go round the room, lit. I give it a turn); salgo a 
la calle, (I go out into the street); entro en el cuarto, (I go 
into the room); voy a la derecha, (I go the right); voy a la 
izquierda, (I go to the left); voy al otro lado del cuarto, 
(I go across the room); me voy, (I go away); voy alia, (I go 
thither). 



42 HOW TO THINK IX SPANISH. 

The preceding List of Places may be utilized as 
follows to answer the question : 

I Ad6nde va listed 1 Where are you going (to)? 

Change en to a, and en el to al; thus : 

1. Voy k casa de C&rlos, & casa del senor G., (I am 
going to Charles's — house, to Mr. G.'s, etc.). 

2. Voy k Espana, al lugar, (I am going to Spain, to 
the village). 

3. Voy & la puerta, etc. Omit the examples with 
cerca de. 

. 4. Voy a mi cuarto, (I go to my room, etc.). 
Write out all the sentences of paragraphs 1 to 7 
inclusive in this way, beginning each with the word voy 
instead of estuve. Writing will greatly aid you in 
becoming familiar with these necessary phrases, but you 
must not expect them to come back spontaneously to 
your mind until you have used them in actual life. 

Learn the following : 

Voy arriba de la ciudad, or voy & la parte alta de la 
ciudad, (I am going uptown). Voy abajo de la ciudad, or 
voy k la parte baja de la ciudad, (I am going downtown). 

Juan va conmigo, etc. John is going with me, etc. 

THE OPPOSITE DIRECTION. 

Turn back to Direction from the Speaker, P. 40, and 
repeat the actions there indicated. On rettirning, say in 
Spanish 

Vengo de la puerta I come from the door 

Vengo del estante. I come from the bookcase. 

To answer the question : 
i De d6nde viene usted ? Where do you come fromi 



HOW TO THINK IK SPANISH. 43 

turn once more to the List of Places and change en to 
de and en el to del; thus : 

1. Vengo de casa de Carlos, (I come from Charles's 
house), vengo de casa del senor G. etc. 

2. Vengo de Espana, (I come from Spain, etc.) 
Write out all the sentences of the List, except 

paragraphs 3, 8 and 9, in this way, beginning each with 
the word vengo instead of estuve. 

Learn the following : 

Vengo de arriba, (I come from upstairs); vengo de 
abajo, (I come from downstairs); vengo de arriba de la 
ciudad, or vengo de la parte alta de la ciudad, (I come 
from uptown); vengo de abajo de la ciudad, vengo de la 
parte baja de la ciudad, (I come from downtown). 

El viento viene del norte, (the wind comes from the 
north); del sur, etc. 

Juan sube la escalera, (John comes upstairs); baja la 
escalera, (he comes downstairs); sale de su cuarto, (he 
comes out of his room); entra en mi cuarto, (he comes in 
my room); vuelve d mi lado, (he come back to me); vuelve 
de alii, (he comes back from there); atraviesa la calle. (he 
comes across the street). 

Compare 

Vengo de casa I come from home 

Voy & casa I am going home 

Estoy en casa. I am at home. 

Learn the following useful espressions accompanying 
them with the appropriate gestures : 

! Venga usted ac& ! Come here ! 

i Venga usted por ac& ! Come this way ! 

i Venga usted por ahi ! Come that way ! 

j Vaya usted alii ! Go there ! 



44 HOW TO THINK IN SPANISH. 



DIVISIONS OF TIME. 

Un minuto es igual & 60 segundos 

Una hora „ „ „ 60 minutos 

Media hora „ „ „ 30 minutos 

Un cuarto de hora „ „ „ 15 minutos 
Trescuartosde hora soniguales & 45 minutos 



24 Moras 


» 


V 


„ un dia 


7 Dias 


w 


71 


J J una semana 


15 Dias 


a 


» 


„ una quincena 


28 k 31 Dias 


99 


;> 


„ un mes 


12 Meses 


79 




„ un ano 


366 Dias 


V 


w 


„ un ano bisiesto dlasextil 


5 Anos 


V 


>? 


„ un quinquenio 


10 Anos 


V 


7> 


„ un decenio 


Cien (100) anos 


V 


?> 


„ un siglo 


Mil anos 


9« 


«« • 


„ un milenario. 



El presente solo es nuestro; la historia nos ensena 
{teaches) el pasadoj y Di6s solo conoce (knows) elporvenir 
(6 f uturo). 

Las estaciones (seasons) son la primavera [spring), el 
verano 6 estio [summer), el otono [fall) y el invierno. 

Los m^ses son: enero, f ebrero, marzo, abril, mayo, junio, 
Julio, agosto, setiembre, octubre, noviembre, diciembre. 

Los dias de la semana son domingo (Sunday), lunes, 
martes, mi^rcoles, jueves, viernes, s&bado 

MONEY. 

Spain. 1 Duro=5 pesetas=20 reales=500 ceuttmosv. 

Una peseta=19.3 cents or 9.51 pence. 
Venezuela. 1 Bolivar=19.3 cents or 9.51 pence. 
Colombia, Costa Rica, Guatemala, Honduras, Nicaraguau 

1 Peso=100 centavos=61.3 cents or 2.52 shillings. 
Ecuador. 1 Sucre=61.3 cents or 2.52 shillings. 



HOW TO THINK IN SPANISH. 45 

Peni. 1 Sol=61.3 cents or 2.52 shillings. 

Bolivia. 1 Boliviano=61.3 cents or 2.52 shillings. 

Salvador. 1 Peso=61.6 cents or 2.53 shillings. 

Mexico. 1 Peso=66 6 cents or 2.73 shillings. 

Chile. 1 Peso =91.2 cents or 3.74 shillings. 

Cuba and Puerto Rico. 1 Peso=92.6 cents or 3 80 shillings. 

Argentina. 1 Peso=96.5 cents or 3.96 shillings. 

THE TWO CLASSES OP NOUNS. 

By taking two nouns like el vaso and la e^a as: 
representatives of the two classes of nouns, (th^ el-class 
and the ladassy called by the grammariana masculine 
and feminin«)y and examining the changes of the words, 
which usually acicompany and represent nouns, a quick: 
insight into some of the fundamental principles of the? 
language will be gained. 

Although the examples given in the next six page^ 
contain indispensable words which are continually used 
with and for all nouns, it is not intended that these lists 
should be memorized in the ordinary way. 

Pirst,read across the two pages, comparing each sentence 
of the el-class with the corresponding one of the la-class. 

Then the following will be useful excercises. 

1. Given a Spanish sentence of the el-class, singular; 
required the corresponding one of the la-class. 

2. Conversely, given a Spanish sentence of the la-class, 
singular; required the corresponding one of the el class.. 

3 and 4. The same exercises in the plural. 

5. Given a Spanish sentence of the el-class in the? 
singular; required the plural. 

6. Given a Spanish sentence o| the la-class ia the* 
singular; required the plural. 

The figures (1), (2) etc. refer to explanatory notes at. 
the end of the list. 



46 



HOW TO THINK IN SPANISH. 



EL-CLASS. 

Singular, 



Este vaso es peqneno (1) 

Este vaso est^ vacio (2) 

Este est& lleno (3) 

JEse vaso pequeno e8t4 vacio (4) 

Ese vaso vacio es pequeno 

Ese es grande 

Elpcquefio est4 vacio 

i Tiene usted un vaso t 

i Tiene usted algiin vaso V 

i Tiene usted alguno f (5) 

Si, ten go uno 

Tengo uno solo 

Tengo solamente uno 

No tengo sino uno 

Aquel 68 el linico que tengo 

No tengo vaso 

No tengo ningun vaso (6) 

^o tengo ninguno 

No tengo vaso alguno 

Deme usted cualquier vaso 

Deme usted cualquiera vaso 

Deme usted un vaso cualquiera 

4 Qu6 vaso quiere usted ? 

i Cudl vaso quiere usted ? 

^ CwaZ quiere usted t 

^/ gi«6 est& en la mesa 

Es un vaso jpor el cual di an 
duro (8) 

Di un duro por 41 (8) 

Lo compr6 en Paris (8) 

i Gu&nto cuesta tal vaso aqui ? 

i Es ese el mismo vaso Y 
Si, eg el mismo 
Deme usted o^ro vaso 



I. 

This glass is small 

This glass is empty 

TAt5 one id full 

T^a^ little glass is empty 

That empty glass is small 

Z* hat one is large 

That title one is empty 

Have you a glass? 

Have you any glass t 

Have you any f 

Yes, I have one 

I have a single one 

I have only one 

I have hut one 

T^af one is the only one I have 

I have no glass 

I have no glass (at all) 

I have none. I have n't any 

I have no glass 

(7) Give me any glass (whatever) 

What glass do you wish t 

Which glass will you have ? 

Which one do you wish t 

The one which is on the table 

It is a glass for which I gave a 
dollar 

I gave a dollar /or it 

I bought it in Paris 

How much does such a glass cost 
here? 

Is that the same glass Y 

Yes, it is the same one 

Give me arother glass 



HOW TO THINK IN SPANISH. 



i(v 



LA-CLASS. 

Singular. 



I. 



Esta copa es pequena 

Esta copa estd vacla 

Esta estd llena 

Esa copa peqnena est& vacla 

Esa copa vacla es pequena 

Esa es grande 

La pequena estd vacla 

4 Tiene usted una copa f 

4 Tiene usted alguna copaf 

4 Tiene usted alguna f 

SI, ten go una 

Tengo una sola 

Tengo solamente una 

No tengo sino una 

Aquella es la linica que tengo 

No tengo copa 

No tengo ninguna copa 

No tengo ninguna 

No tengo copa alguna 

Deme usted cualquier copa ^ 

Deme usted cualquiera copa V 

Deme usted una copa cualquiera ) 

i Qu6 copa quiere usted f 

4 Cu&l copa quiere usted f 

4 Gu41 quiere usted f 

La que est& en la mesa 

Es una copa por la cual dl un 
duro 

Di un duro por ella 

La compr^ en Paris 

4 Ou&nto cuesta tal copa aqni t 

I Es esa la misma copa f 
SI, es la misma 
Peme usted otra copa 



This goblet is small 

This goblet is empty 

This one is full « 

That little goblet is empty 

That empty goblet is smaU 

That one is large 

The little one is empty 

Have you a goblet? 

Have you any goblet ? . 

Have you any t 

Yes, I have one 

I have a single one 

I have only one 

I have but one 

That one is the only one I have 

I have no goblet 

I have no goblet (at all) 

I have none. I have n't any 

I have no goblet 

Give me any goblet (whatever) 

What goblet do you wish t 

Which goblet will you have t 

Which one do you wish t 

The one which is on the table 

It is a goblet for which I gave a 
dollar 

I gave a dollar for it 

I bought it in Paris 

How much does such a goblet cost 
heret 

Is that the same goblet f 

Yes, it is the same one 

Give me another goblet 



y 



48 



HOW *0 THINK IN SPANISH. 



Deme nsted otro 

Berne nsted el otro vaso 

Berne nsted el otro 

Llene nsted eada vaso 

Llene nsted coda uno 

Todo vaso se romper& nn dia 

Esta caja no cnbre todo el vaso. (9) 



Give me another one 

Give me the other glass 

Give me the other one 

Fill each glass 

Fill each one 

Every glass will break some day 

This box does not cover the whoU 
glass. 



11. 



El pan est& barato (10) 

Tengo pan 

Tengo algo de pan - 

No tengo pan 

No tengo nada de pan 

J Cudnto pan tiene nsted f 

I nsted tiene tanto pan ! 

Tengo poco pan 

Tengo poco 

Tengo impoco de pan 

Tengo muypoco (pan) 

Tengo bastante (pan) 

Tengo mucho (pan) 

Tengo muchisimo (pan) 

Tengo demaaiad^ (pan) 

Tengo demasiado poco 

Este es todo el pan qne tengo. 



Bread is cheap 

I have (some) bread 

I have some bread (not mnoh) 

I have no bread 

I have no bread at all . 

How much bread have yon T 

Yon have so much bread 1 

I have little bread 

I have little 

I have a little bread 

I have very little (bread) 

I have enough (bread) 

I have much (bread) 

I have very much (bread) 

I have too much (bread) 

I have too little 

This is all the bread (that) I have 



Eli-CLASS. 

Plural, 



Estos vasos son peqne&os 

Eatos vasos est&n vaclos 

Estos est&n llenos 

Esos vasos peqnenos estdn vaclos 

E808 vasos vaclos son peqnenos 

E»o» son grandes 

Los peqnenos est&n vaclos (3) 

I Tiene nsted vasos Y 

4 Tiene nated algunos vasos t 



These glasses are small 

These glasses are empty 

These are full 

Those little glasses are empty 

Those empty glasses are small 

Those are large 

The little ones are empty 

Have yon (any) glasses? 

Have yon a few glasses f 



HOW TO THINK IN SPANISH. 



49 



1 



Deme usted otra 

Deme usted la otra copa 

Deine usted la otra 

Llene usted cada copa 

Llene usted cada una 

Toda copa se romper^ un di'a 

Esta caja no cubre toda la copa. 



La carnc est4 barata 

Tengo came 

Tengo algo de came 

No tengo carne 

No tengo nada de carne 

i Cudnta carne tiene usted f 

/Usted tiene tanta carne ! 

Tengo poca came 

Tengo poca 

Tengo un poco de came 

Tengo muy poca (carne) 

Tengo bastante (came) 

Tengo mucha (came) 

Tengo muchisima (came) 

Tengo demaslada (carne) 

Tengo demasiado poca 

Esta es toda la carne que tengo. 



Give me another one 

Give me the other goblet ^ 

Give me the other one 

Fill each goblet 

Fill each one 

Every goblet -^^ill break some day 

This box does not cover the whole 
goblet. 



II. 



Meat is cheap 

I have (some) meat 

I have some meat (not much) 

I have no meat 

I have no meat at all 

How much meat have youf 

You have so much meat I 

I have little meat 

I have little 

I have a little meat 

I have very little (meat) 

I have enough (meat) 

I have much (meat) 

I have very much (meat) 

I have too much (meat) 

I have too little 

This is all the meat I have. 



LA-CLASS. 

Plural. 



Estas copas son pequenas 

Estas copas est&n vaclas 

Estas est4n Uenas 

Esas copas pequenas est&n vacias 

Esas copas vacias son pequenas 

Esas son grandes 

Las pequenas estdn vacias 

I Tiene usted copas ? 

4 Tiene usted algunas copas T 



These goblets are small 

These goblets are empty 

These are full 

Those little goblets are empty 

Those empty goblets are small 

Those are large 

The little ones are empty 

Have you (any) goblets? 

Have you a few goblets ? 



50 



HOW TO THINK IN SPANISH. 



^Tiene nstod algunoa f 

SI, tengo uno8 yasos 

Tengo unospocos (vasos) 

Tengo unos caantos (yasos) 

Tengo |>oco« (yasos) 

Tengo muy pocos (yasos) 

Tengo amhos (yasos) 

Tengo varios (yasos) 

Tengo hiistantes (yasos) 

Tengo muchos (yasos) 

Tengo mucMMmos (yasos) 

Tengo demasiados (yasos) 

Tengo todos los yasos 

Los tengo todos 

Tenemos sendos yasos 

Aqnellos son los unicos que ten- 
go (3) 

No tengo yasos 

No tengo ningunos 

Deme usted cualesquier yasos 

Deme usted cualesquiera yasos 

Peme usted yasos cualesquiera 

i Que^ASOB quiere usted T 

4 Cudles yasos quiere usted t 

4 Cudles quiere usted f 

Los que est&n en la mesa 

bon yasos j)or los cuaUs dl mucho 
dinero 

Df diez duros pqr ellos 

Los compr6 en Paris 

4 Ou&nto cuestan tales yasos aqulf 

4 Son esos los mismos yasos f 
Si, son los mismos (3) 
Deme usted otros yasos 
Deme usted otros 
Deme usted los demds yasos 
Deme usted los demds 
Deme usted los otros. 



30S ^ 

asos > 
iera ) 



Haye you any t 

Yes, I haye some glasses 

I haye a few (glasses) 

I haye some few (glasses) 

I haye (hut) few (glasses) 

I haye very few (glasses) 

I haye hoth (glasses) 

I haye several (glasses) 

I haye enough (glasses) 

I haye wMny (glasses) 

I haye very many (glasses) 

I haye too many (glasses) 

I haye all the glasses 

I haye all 

We haye each a glass 

Those are the only ones 1 haye 

I haye no glasses 
I haye none 

Giye me any glasses (whaieyer) 

What glasses do you wish ? 

Which glasses will you haye f 

Which ones do you wish T 

Those which are on the table 

They are glasses /or which I gaye 
a great deal of money 

I gaye ten dollars /or them 

1 bought them in Paris 

How much do such glasses cost 
hereT 

Are those the same glasses f 

Yes, they are the same ones 

Giye me other glasses 

Giye me others 

Giye me the other glasses (the rest) 

Giye me the others (the rest) 

Giye me tJie others (different ones) 



HOW TO THINK IN SPANISH. 



51 



I Tiene nsted alganas t 
Si, tengo Unas copas 
Tengo Unas pocas tcopas) 
Tengo Unas ouantas (oopas) 
Tengo pocas (copas) 
Tengo muy pocas (copas) 
Tengo ambas (copas) 
Tengo varias (copas) 
Tengo bastantes (copas) 
Tengo muchas (copas) 
Tengo muchlsimas (copas) 
Tengo demasiadas (copas) 
Tengo todas las copas 
Las tengo todas 
Tenemos sendas copas 

Aquellas son las unicas que 

tengo 
No tengo copas 
No tengo ningunas 
Deme usted cualesquier copas ) 
Deme usted cualesquiera copas > 
Deme usted copas cualesquiera ) 
^ Qu6 copas quiere usted t 
^ Gu&les copas quiere usted f 
4 Cu&les quiere usted t 
Las que est&n en la mesa 

Son copas por las cuales di mucho 
dinero 

Dl diez duros por ellas 

Las compr^ en Paris 

A Ou&nto cuestan tales copas aqul f 

4 Son esas las mismas copas f 
81, son las mismas 
Deme usted otras copas 
Deme usted otras 
Deme usted las dem&s copas 
Deme usted las dom&s 
Deme usted las otra9 



Have you any t 

YeS; I have some goblets 

I have a few (globets) 

'I have some few (goblets) 

I have (but) few (goblets) 

I have very few (go'blets) 

I have both (goblets) 

I have several (goblets) 

I have enough (goblets) 

I have many (goblets) 

I have very many (goblets) 

I have too many (goblets) 

I have all the goblets 

I have all 

We have each a goblet 

Those are the only ones I have 

I have no goblets 
I have none 

Give me anff goblets (whatever) 

What goblets do you wish t 

Which goblets will you have t 

Which ones will you have t 

Those which are on the table 

They are goblets for which I gave 
a great deal of money 

I gave ten dollars for them 

I bought them in Paris 

How much do such goblets cost 
heret 

Are those the same goblets I 

Yes, they are the same ones 

Give me other goblets 

Give me others 

Give me the other goblets 

Give me the others (the rest) 

Giye me the others(di£ferent on^a)* 



52 HOW TO THINK IN SPANISH. 



NOTES. 

Each of the preceding sentences illustrates the proper 
use of an important word. 

For vaso you can substitute any other Spanish noun 
of the el-class denoting an individual object or a person ; 
iorpan any el-noun of quantity 5 for copa and came any 
la-noun. 

For pequenOj grande^ vado, Ueno, you can substitute 
any other Spanish adjectives, subject to restrictions 
which will appear presently. 

The other words (in italics) must be used in each case 
of substitution just as they are here given. 

AGREEMENT. 

(1). The great majority of adjectives end like peque- 
no: — el vaso pequenOy las vasos peqiienos, la copa pequehay 
las copas pequenas. Others, like grande, have only two 
endings : — el vaso grande, los vasos grandes, la copa gran- 
de, las copas grander. 

Two habits must be formed; that of observing the 
endings of the adjectives you hear and read, and that of 
varying the endings of those you use so as to conform to 
the class and number of the nouns they accompany. 

Bearing this in mind, commit the following description 
to memory. Point to the parts as you mention them. 

Tula es una bella muchacha de catorce anos. 
Gertrude is a beautiful girl of fourteen years. 

Tiene una cara redonda masbien que ovalada, cabellos 
She has a face round rather than oval, hair 

rubio5 y rizados, orejas chica.*?, ojos azule* y suave5, 
blond and curly, ears small, eyes blue and gentle, 

la tez blanca, mojillas coloradas, labios rojos, 

the complexion fair, cheeks red, lips red, 



HOW TO THINK IN SPANISH. 53 

dientes blancos, una nariz derecha y fina, una 
teeth white^ a nose straight and slender^ a 

f rente estrecha y una barba pequena con hoyuelo. 
forehead narrow and a chin small with a ^mple. 

SEB AND ESTAB, 

(2). Another distinction between es and estd (and all 
the parts of the verbs ser and estar) is here shown. 
Small is a fixed quality of the glass, while empty is liable 
to change. Empty denotes a passing state. You are in 
the habit of saying iSj was etc. in both cases. Now you 
must acquire the habit of using estar with adjectiyes 
denoting position and state. The following remarks 
are intended to help you lay the foundation of this 
habit. 

Decide whether you would use es or estd (plurals son 
and estdn) in each of the following sentences. 

1. The glass is thin. 2. The glass is dirty. 3. It is 
empty. 4. It is broken. 5. Her hands are small, 6. They 
are closed. 7. The king is in Spain. 8. He is young. 
9. These triangles are equal. 10. They are on the 
blackboard. 11. The door is open. 12. It is of walnut. 
13. He is an Englishman. 14. He is a doctor. 15. He is 
in London. 16. He is my friend. 17. He is blind. 18. He 
is rich. 19. He is in a good humor. 20. He is sick. 
21. He is sickly. 22. He is alone. 23. He is married. 
24. He is dead. 25. Ice is cold. 26. This water is cold. 
27. Vinegar is sour. 28. This wine is sour now. 29. The 
river is frozen. 30. It is swift. 31. She i,s fcappy. 
32. She is pleased. 

When you have considered all the Sjent^nces, read the 
following translation. 

1. El vaso es delgado. 2. El vaso est& sucio. 8. Est& 
YQiCio, 4, Estd roto. 5. Sus xnanos son pe(]^uenas. 



54 



HOW TO THINK IN SPANISH. 



6. Est&n cerradas. 7. El rey est& en Espana. 8. Es joven. 
9. Estos tri&ngulos son ignales. 10. Est&n en el encera- 
do. 11. La puerta est& abierta. 12. Es de nogal. 13. El 
es ingles. 14. Es medico. 15. Egt& en Londres. 16. Es 
mf amigo. 17. Es ciego. 18. Es rico. 19. Est& de buen 
hamor. 20. Est& enfermo. 21. Es enfermizo. 22. Esta 
solo. 23. Es casado. 24. Est& muerto. 25. El hielo es 
frio. 26. Esta agua est& f ria. 27. El vinagre es &grio. 
28. Este vino ya estd dgrio. 29. El rfo est4 helado. 
30. Es rfipido. 31. Ella es feliz. 32. Ella est& con- 
tenta. 

Compare also 

Tnan es listo 



Juan estd listo 
Es limpio 
Est& limpio 
Est& callado hoy 
Es callado 
Maria es viva 
Maria est& viva 
La manzana es figria 

La manzana estd dgria 
La casa es alta 
La casa est4 alta 

Fernando es malo 

Fernando esta malo 
Es bueno 
Est& bueno 
Es cansado 
Est^ cansado. 



John is alert, clever (cha- 
racter) 
John is ready (state) 
He is cleanly (character) 
He is clean (state) 
He is silent to-day (state) 
He is taciturn (character) 
Mary is lively (character) 
Mary is alive (state) 
The apple is sour (a sour 

kind) 
The apple is sour (unripe) 
The house is high (tall) 
The house is high up (on a 

hill) 
Ferdinand is bad (charac- 
ter) 
Ferdinand is ill (state) 
He is good (character) 
He is well (state) 
He is tiresome 
He is tired. 



HOW TO THINK IN SPANISH. 55 

ONE, ONES. 

(3). Este means this one, the word vaso being sup- 
plied by the mind (este vaso est& lleno). Esto on the 
other hand means this thing. 

Observe in how many cases there is no word in the 
Spanish sentence corresponding to one, ones, as in the 
phrases that one, the^ little one, the little ones, an empty one, 
the same one, the same ones, another one. 

POSITION OP ADJBOTITES. 

(4) The usual place of an adjective is after the noun ; 
as : a coat Hack instead of a black coat. The exceptions 
must be left to experience. Two points may be noted 
here to put you on your guard. 

Characteristic qualities precede: 

Mir6 la hlanca nieve He looked at the white snow. 

Occasionally an adjective has different meanings 
according to its position : 

El pobre muchacho ! The poor boy ! (pity). 

El muchacho pobre. The poor boy (not rich) 

UN, UNO. 

(5) When uno, alguno and ninguno precede the noun 
they become un, algun, ningun. 

DOUBLE NEGATIVE. 

(6) Spanish often uses two negative words to express 
a negation. 

CUALQUIEB, CUALQUIEBA, 

(7) Before a noun say either ^ after a noun always 
cudlquiera. The literal meaning is which you please. 

IT. 

(8) Compare es,it is; lo compr6, I bought tY; and 
por 61, for it. In the first example, it is the subject of 



56 



HOW TO THINK IN SPANISH. 



the verb and is omitted ; in the second, it is the object of 
a verb ; and in the third, it is the object of a preposition. 

TODO 

(9) Note the difference between todo vaso and todo el 
vaso. 

EL PAN, BREAD. 

(10) Note that el pan, la came mean bread, meat in a 
general sense. In the same way Spaniards say " the 
patience is a virtue " instead of " patience is a virtue." 



LA FORMA. 



SHAPE. 



i Qu6 forma tiene la tierra? 

La tierra es una esf era acha- 
tada k los polos. 

Las lineas son rectas, cur- 
vas 6 quebradas. 

Dn globo, una moneda, un 
anillo, y un cilindro son 
redondos. 

El muelle de un reloj es 
espiral, 

Un huevo es 6valo {or ova- 
lado). 

Un cubo tiene 6 lados 6 ca- 
ras cuadradas. 

Un ladrillo tiene caras 
oblongas. 

Un lapiz es cilindrico 6 pris- 
matico y su punta es c6- 
nica 6 piramidal. 

ijQii6 nina tan linda, {or bo- 
yi.ta)!. 



What is the shape of the 
earth f 

The earth is a sphere flat- 
tened at the poles. 

Lines are straight, curved 
or broken. 

A globe, a coin, a ring and 
a cylinder are round. 

The spring of a watch is 
spiral. 

An egg is oval. 

A cube has 6 square sides 
or faces. 

A brick has oblong faces. 

A leadpencil is cylindrical 
or prismatical and its 
point is conical or pyra- 
midal. 

What a pretty girl} 



HOW TO TfflNK IN SPANISH. 



57 



i Qu6 est&tua tan hermosa What a beautiful statue I 
{or bella) ! 

i Qu6 hombre mds f eo I What a homely (ugly) man ! 



COLORS. 



J Qu6 colores tiene la alf om- 
brat 

i Que colores tiene la ban- 
dera de Espana ? 

Los colores del arco-iris son: 
el violado, el anil, el azul, 
el verde, el amarillo, el 
anaranjado y el rojo. 

I Que color tan brillante — 
apagado — vivo — som- 
brio — lleno — delicado ! 

El agua pura y el diamante 
son incoloros. 

Las violetas, la amatista y 
las lilas son violadas. 

El cielo sereno, el ultramar 
y el zafiro son azules. 

La yerba y el foliage de los 
drboles en la primavera, 
y la esmeralda son verdes. 

La paja, el canario, el limon, 
el azufre y el oro son 
amarillos. 

Las naranjas maduras son 
anaranjadas. 

La sangre, el rubi, los ladri- 
Uos y las f resas son rojos. 

La ceniza, las nubes y los 
ratones son grises. 

El chocolate, las castanas, 
las avellanas y el cafe son 
pardos. 



What is the color of the 
carpet 1 

What are the colors of the 
Spanish flag? 

The colors of the rainbow 
are : violet, indigo, blue, 
green, ydlow, orange and 
red. 

What a brilliant — dull — 
bright — sombre — deep — 
delicate color ! 

Pure water and the diamond 
are colorless. 

Violets, amethyst and lilacs 
are violet (purple). 

The clear sky, ultramarine 
and the sapphire are blue. 

Grass and the foliage of 
trees in spring, and the 
emerald are green. 

Straw, the canary bird, the 
lemon, sulphur and gold 
are yellow. 

Ripe oranges are orange. 

Blood, the ruby, bricks and 
strawberries are red. 

Ashes, clouds and mice are 
gray. 

Chocolate, chestnuts, ha- 
zel-nuts and coffee are 
brown. 



58 



HOW TO THINK IN SPANISH. 



Los manteles eran blaneos The table-doth was (as) whi- 



como la nieve. 



te as snow. 



Sus cabellos eran negros Her hair was (as) black as 



como el azabache. 



jet. 



I Tiene Vd. cintas color rosa- Have you pink — purple — 
do — purptireo — escarlato scarl et — crimson — olive 



— carmesi — aceitunado ? 



— ribbons t 



The abbreviation Vd, or V. is read usted. 



HOW THINGS PE3BL. 



Toque Vd. este cuchillo. 
I G6mo le parece t 

Parece embotado — afllado. 

Este cuarto est& frio — ca- 
liente. 

El suelo est& seco — htimedo 
— mojado. 

La mantequilla estk dura en 
el inviemo y blanda en el 
verano. 

El papel de lija es ^spero y 
el papel de escribir es liso. 

La harina es fina y la arena 
es gruesa. 

La madera es tiesa y el cue- 
ro es flexible. 

El alquitr&n y la cola son 
pegajosos. 

El hielo y el jab6n mojado 
son resbaladizos. 

I Cu&n duro es ! or i 

i Qu6 duro es ! ) 

Es duro como una piedra. 

J C6mo se siente Vd. 1 



Peel {or touch) this knife. 

How does it feel! (lit. how 
does it appear to you). 

It feels dull — sharp. 

This room is cold — warm. 

The ground is dry — ^moist — 
wet. 

Butter is hard in winter 
and soft in summer. 

Sand-paper is rough and 
writing-paper is smooth. 

Plour is fine and sand is 
coarse. 

Wood is stiff and leather is 
flexible. 

Tar and glue are sticky. 

Ice and wet soap are slip- 
pery. 

How hard it is ! 

It is hard as a stone. 
How do you feel t 



HOW TO THINK IN SPANISH. 



59 



EL 80NID0. 

Escuche Vd. — ; qu6 oye f 
(or iqu6 sientef). 

i C6mo suena f 

SneDacomounalocomotora. 

I A qa6 se parece f 

i Qa6 sonido tan agudo ! 

No hagan.(or metan) Vds. 
tanto ruido — tanto estr6- 
pito or tanta bulla. 

Hable Vd. alto — bajo. 

El hombre habla, canta, sil- 
ba, grita, gitne, Uora, rie. 

Los perros ladran — los ga- 
tos madllan — los caballos 
reliuchan — las vacas mu- 
gen — los asnos rebuznan 
— los leones rugen — las 
gallinas cacar6an — los ga- 
Uos cantan — los cuervos 

{^raznan — las moscas y 
as abejas zumban. 



SOUND. 
Listen. What do you hearf 

How does it sound ! 

It sounds like a locomotive. 

What does it sound like? (lit. 
what does it resemble f). 

What a sharp sound I 

Don't make so much noise — 
such a racket. 

Speak loud — softly. 

Man speaks, sings, whist- 
les, cries, groans, weeps, 
laughs. 

Dogs bark — cats mew — 
horses neigh— cows low 
— asses bray — lions roar 
— hens cackle — cocks 
crow — crows croak — flies 
and bees buzz. 



EL GUSTO 6 8AB0B. 

Pruebe V. esto. 
4 Qu6 gusto tiene t 



TASTE or SAVOR. 

Try this J taste this. 
How does it taste ! 



Tiene buen gusto ; tiene un It tastes good; it tastes 



bad. 
It tastes of honey, of cin- 



gusto malo. 

Sabe & miel, k canela. 

namon. 

Tiene un gusto flno — deli- It has a fine — delicate 
cado — exquisito. 

\ Cii&a sabroso es ! or 

\ Qu6 sabroso es I 



exquisite taste. 
> How savory it is ! 



60 



HOW TO THINK IN SPANISH. 



La clara del huevo es in- 
sipida. 

El azucar, la miel y las na- 
ranjas maduras sou dul- 
ces. 

Las agallas, los aloes y la 
quinina son amargos. 

Los limones y el vinagre 
son agrios {or dcidos). 

La tinta y el alumbre son 
astringentes. 

El agua del mar es salada. 

La pimienta, la mostaza y 
el jengibre son pieantes. 

UL OLOE. 

Huela V. esta flor. 

4 Qu6 olor tiene ? 

Tiene un olor agradable — 
desagradable — delicado 
— fuerte. 

Huele bien — mal. 

i Qu6 buen olor tiene ! 

i Qu6 olor tan malo ! 

Huele k almizcle — k queso. 

El clavel, el heliotropo, las 
naranjas y el agua de Co- 
lonia son f ragantes. 

Elcaf6, el alcanfor y la nuez 
moscada son arom&ticos. 

El amoniaco tiene un olor 
acre y penetrante. 

El queso viejo y las cebollas 
tienen un olor hediondo. 

Qu6 l&stima que esta flor 
sea inodora ! 



The white of egg is taste 
less. 

Sugar, honey and ripe oran- 
ges are sweet. 

Nut-galls, aloes and quini- 
ne are bitter. 

Lemons and vinegar are 
sour. 

Ink and alum are astrin- 
gent. 

Sea water is salty. 
Pepper, mustard and gin- 
ger are pungent or hot. 

SMELL. 

Smell this flower. 

How does it smell ? 

It smells agreable — disa- 
greable-delicate-strong. 

It smells good — bad. 

How good it smells ! 

What a bad smell ! 

It smells of musk-of cheese* 

The pink (carnation), the he- 
liotrope, oranges and Co- 
logne water are fragrant. 

Coffee, camphor and the 
nutmeg are aromatic. 

Ammonia (hartshorn) has 
an acrid and penetrating 
smell. 

Old cheese and onions have 
an offensive smell. 

What a pity that this flower 
is odorless ! 



HOW TO THINK IN SPANISH. 61 

TAMANO. SIZE. 

Take a measure and measure a book, saying at the 
same time : 

Mido el libro con una medidUy 
which means : "I measure the book with a measure.'^ 
Its size will be expressed, for example, as follows : 

Este libro tiene 7 pulgadas This book is 7 inches long 
de largo, 5 de ancho y 2 5 wide and 2 thick, 
de grueso. 

Next, measure other objects, as for example: 

Esta caja tiene cerca de 8 This box is about (or near- 

pul^adas de largo, 4 de ly) 8 inches long, 4 wide 

ancho y 3 de hondo {or and 3 deep. 
3 de profundo). 

Este cuarto tiene unos 9 This room is some (or 
pi6s de alto, por 14 de lar- about) 9 feet high, by 14 
go y 12 de ancho. long and 12 wide. ^ 

Esta copa tiene 3 pulgadas This goblet is 3 inches in 
de difimetro. ' diameter. 

Aquel pozo tiene 12 pi6s de That well over there is 12 
circunferencia. feet in circumference. 

Learn the following measures : 

Una legua tiene 20,000 pi6s. 

Una legua tiene 3 millas. 

Una vara {or yarda) tiene 3 pi6s. 

Un pi6 {or una tercia) tiene 12 pulgadas. 

Un pi6 cuadrado tiene 144 pulgadas cuadradas. 

Un pi6 cubico tiene 1,728 pulgadas ctibicas. 

Express in Spanish the dimensions of the following : 
— Un ladrillOy a brick; "una ventana; una puerta; una 
calh ; una casa de 3 pisos, a three-story house ; un no, 
a river J unpozo; un drbol; una alfombra; un encerado. 



52 HOW TO THINK IN SPANISH. 

Learn also the following patterns for exclamations • 

i Qu6 chimenea tan alte ! ) ^at a tall chimney I 
i Que cmmenea mas alta ! ) 

iQu6altaes! ) How tall it is! 

i Caan alta es ! ) 

I Qu6 rio tan ancho ! What a wide river ! 

i Qu6 libros m&s gruesos ! What thick books ! 

Lo contrario (the contrary, opposite) de 
alto, hondo, largo ancho, grueso. 

es bajo, somero, corto, estrecho 6 angosto, delgado. 

Aquella casa es baja. That house is low. 

El Manzanares es somero The Manzanares river is 
(or tiene poca agua). shallow. 

Esta carta es corta. This letter is short. 

Esta cinta es estrecha (an- This ribbon is narrow, 
gosta). 

Mi papel es delgado. My paper is thin. 

For appropriate questions (what size! how high! &c.) 
consult the chapter on Interrogative Words. 



PESOS Y MEDIDA8. WEIGHTS AND MEASURES. 

Learn the following tables , 

Una libra de boticario tiene % de libra de comeroio 

(One pound apothecary's weight) 

Una libra de comercio tiene 16 onzas 

(One pound avoirdupois) 

Una arroba " 25 libras 

Un quintal " 4 arrobas 

Un quintal " 101.61 lbs. avoird. 

Una tonelada '' 55 arrobas 

ICu&nto pesa usted! How much do you weight 

Peso 150 libras y media. I weigh 150 lbs. and a half. 



HOW TO THINK IN SPANISH. 63 

Este baul es pesado como el This trunk is as heavy as 
plomo. lead. 

Es ligero como una pluma. It is as light as a feather. 

i Qu6 pesado es ! ) How heavy it is ! 

I Cuan pesado es ! ) 

i Que caja tan pesada ! ) What a heavy box! 
i Que ea]a mas pesada ! ) 

MUDIDA BE LtQUlBOS. 

100 (cien) C6ntaras tienen 426.3 gallons. 

Una eantara (6 arroba mayor) tiene 4 cuartillas. 

Una cuartilla ^* 2 azumbres. 

Una azumbre " 4 cuartillos. 

MEDIDA BE ABIBOS. DRY MEASURE. 

Una fanega tiene 12 celemines. 

100 (cien) fanegas tinen 159.9 bushels. 

ME BIB A BE 8UPERFIGIE, 

Una fanega tiene 57,600 pi^s cuadrados. 

100 (cien) fanegas tienen 158,786 acres. 

The above are Spanish weights and measures which 
are used in Spain, Cuba and Venezuela. 

In Mexico the libra is equal to 1.0152 lbs, in Peru and 
Uruguay 1.0143 lbs, in Chili and Central America 1.043 _ 
lbs and in the Argentine Republic 1.0127 lbs. 

The fanega of Central America is equal to 1.5745 
bushels, Chili 2.575 bushels, Mexico 1.55 bushels and 
Uruguay 7.7776 bushels. 

The vara of Chili and Peru is equal to 33.367 inches, 
Argentine Republic 34.1208 inches, Mexico 32.9 inches. 



64 



bow TO tttHiS. ta SPANISH. 



/'■ 



8I8TEMA MISTRICO. 

The metric system is recognized by law in Spain^ 
Mexico, Argentine Republic, Chili, Peru, Bolivia, Ecua- 
dor and Costa Rica. 

Attention is called to the pronunciation, and especially 
to the accent of the principal terms used. 

Un metro tiene 10 decimetros 6 100 centimetros. Un 
kil6metro tiene 1000 metros. Un hect61itro tiene 100 li- 
tFOS. Un kil6gramo es igual & mil gramos. Un gramo tiene 
10 decigramos, 6 100 centigramos, 6 1000 miligramos. 



OWNERSHIP. 



1. 



i De quiSn es este Ifipiz t 

Ese Ifipiz es mio 

Es Bfiestro 

Es de V. or es suyo 

Es de Yds. or es suyo 

Es djB Juan 

Es del se&or Martinez 

Es del prof esor 

Es suyo or es de 61 

SsdeMarta 

Es de la senora de Martinez 

Es de la prof esora 

Es suyo or es de ella 

Es de los muchachos 

Es suyo or es de ellos 

Es de las muchachas 

Es suyo or es de ellas. 



Whose pencil is this! 

That pencil is mine 

It is ours 

It is yours 

It is yours (speaking to 
more than one) 

It is John's 

It is Mr. Martinez's 

It is the prof essoi*'s 

It is his 

It is Martha's 

It is Mrs. Martinez's 

It is the professor's (f em.) 

It is hers 

It is the boys' 

It is theirs 

It is the girls'. 

It is theirs. 



HOW TO THINK IN SPANISH. 



65 



2. 



Este es mi l&piz 
Este es nuestro Ifipiz 
Este es su Ifipiz de V. 
Este es su lapiz de Yds. 

Este es el l&piz de Juan 

Este es su 16piz {or su 1. de Q) 

Este es el l&piz de Marta 

Este es su Mpiz (or su 1. de 
ella) 

Este es el lapiz de los mu- 
chachos 

Este es su l&piz {or su 1. de 
ellos) 

Este es el l&piz de las mu- 
chachas) 

Este es su l&piz {or su 1. de 
ellas) 



This is my pencil 

This is our pencil 

This is your pencil 

This is your pencil(speaking 
to more than one) 

This is John's pencil 

This is his pencil 

This is Martha's pencil 

This is her pencil 

This is the boys' pencil 

This is their pencil 

This is the girls' pencil 

This is their pencil 



Exercise 1. If the question were 

^De qui6n son estos l&pices ! Whose pencils are these t 

your answers would have the form 

Esos lapices son mios Those pencils are mine, 

and the other changes would be nuestro to nuestros and 
suyo to suyos, , 

In the second section, in which the noun is expressed, 
you would say 

Estos son mis Idpices These are my pencils 

and the other changes would be nuestro to nuestros, su to 
sus and of course el Idpiz to los lapices. 

Write out the two sections in this way and learn to 
give the plural when you hear (or see) the singular and 
vice versa. Any noun of the el-class may take the place 
of Idpiz. 



66 HOW TO THINK IN SPANISH. 

Exercise 2. In order to substitute a noun of the la- class 
and answer, for example, the question 
i De quien es esta plumat Whose pen is this? 

you must answer 

Esa pluma es mia That pen is mine, 

and the other changes will be nuestra for nuestro and 
suya for suyo. 

In the second section, say 

Esta es mi pluma This is my pen, 

and change nothing but nuestro to niiest, a (except of 
course el lapiz to la pluma). 

Write out the two sections in this way and learn to 
give Usa pluma es mia etc. when you hear (or see) Ese 
lapiz es miq, etc. and vice versa. 

Exercise 3. Form the plural of the sentences of your 
written Exercise 2, beginning 

|De quien son estas plumas? Whose pens are these ? 
Esas plumas son mias Those pens are mine. 

In the first section change nuestra to nuestras and 
suya to suyas ; in the second mi to 7nis, nuestra to nuestras, 
and su to sus. 

Learn to give these sentences when you hear (or see) 
those of Exercise 2, and vice versa. 

Learn also to give them when you hear (or see) those 
of Exercise 1 and vice versa. 

3. 

There is a third way of indicating ownership. It is 
used in selecting property, as for example in answer to the 
question 

jCu&l de estos lapices es el Which of these pencils is 
suyo? yours (his, hers, theirs) ? 



f HOW TO THINK IN SPANISH. 67 

The answers would be 
Este es el mio This one is (the one which 

is) mine 

Este es el nuestro This one is ours 

Este es el suyo or el de V. This one is yours 

Este es el suyo or el de Vds. This one is yours (pi.) 

Este es el del senor M. This one is Mr. M's. 

Este es el suyo This one is his 

Este es el de la senorita M. This one is Miss M.'s 

Este es el suyo This one is hers ' 

Este es el de los muchachos This one is the boys' 

Este es el suyo This one is theirs 

Este es el de las muchachas This one is the girls' 

Este es el suyo This one is theirs. 

Exercise. Write out three exercises analogous to the 
preceding and Jearn to say each in turn when one of the 
others is given. 

For ^Cuales (which ones) de estos lapices son los 
suyos? answer: Estos son los mios, los nuestros, los suyos, 
los del senor M., etc. 

For I Gu&l de estas plumas es la suya ? answer : Esta 
es la mia, la huestra, la suya, la del senor M., etc. 

For iCu&les (which ones) de estas plumas son las 
suyas ? answer: Estas son las mias, las nuestras, las suyas, 
las del senor M., etc. 



68 • HOW TO THINK IN SPANISH. 



DAILY ACTIONS. 



The essential requirement of this method is that you 
must actually perform the actions indicated below, when 
you say the words. Say the words audibly, so as to 
practice both tongue and ear. 

No English words must be allowed to come into your 
mind while you say the Spanish ones. If necessary, say 
the first sentence, for example, as follows : Sdludo (per- 
forming the action) con la mano (looking at your hand). 
Go on in this way until you realize the fact that you can 
do without English. 

THE HAND.— LA MANO. 

Salute with your hand, saying at the same time : 
Saludo con la mano. 
which means : " I salute with my hand," (literally : with 
the hand.) 

Raise your hand, and say : 
Levanto la mano. 
which means : " I raise my hand." 

Hold up your hand, saying : 

Tengo la mano en el aire. 

which means : " I hold up my hand," (lit.'J hold the hand 
in the air.) 

Stretch (or hold) out your right hand, saying : 
Alargo la mano derecha. 
which means ; " I stretch out my right hand." 



HOW TO THINK IN SPANISH. 69 

Shut (or close) your left hand, saying: 
Oierro la mano izquierda. 
which means : " I shut my left hand/' 

Repeat these actions and words until the latter are as 
easy for you to say as the corresponding English ones. 

The verb-ending o makes it unnecessary to use the 
Spanish word for I (yo). 

The preceding sentences are all answers to the 
question 

I Qu6 hace usted con la What are you doing with 
mano t your hand t 

The best way to practice is to say the sentences aloud 
for five or ten minutes at a time several times a day. 
Much more will be accomplished in this way than by 
studying for an entire hour. 

Utilize your spare moments and ^txiAj frequently , not 
long, 

THE NEXT STEP. 

Having inseparably associated the action with the 
corresponding Spanish expression, the next step is to 
vary this expression in accordance with the genius of the 
language. 

Thus, for example, the simplest change would be not 
to repeat the noun la manOj the hand, but to substitute 
for it the pronoun la : — 

Saludo con la mano 
la levanto I raise it 

la tengo en el aire I hold it up 

la alargo 1 stretch it ou^ 

I9, cierrp I shut it, 



70 HOW TO THINK IN SPANISH. 

lu practicing the list in this form, it is important that 
you should think of la mano when yom say la and not of 
any English equivalent. Of course you cannot help 
knowing that la means it in these sentences, but you 
must not think of that when you say it. The connec- 
tion you should establish is between la and la mano. Say 
each sentence deliberately: la — levanto; la — tengoenel aire, 
etc., dwelling long enough on la to think of (a mano. 
This is not a small matter. If you neglect it, you will 
not learn to think in Spanish. 

You will observe at the same time that the Spaniards 
do not think their words in the same order as the 
English. You can acquire their habits only by /r^^w^w^ 
practice. 

In the next place, learn how to say that you do not do 
any of the preceding things ; thus : 

No saludo con la mano I don't salute with my hand 

no levanto la mano I don't raise my hand 

no tengo la mano en el aire I don't hold up my hand 

no alargo la mano derecha I don't stretch out my right 

hand 

no cierro la mano izquierda. I don't shut my left hand. 

In practicing these negative sentences, it will help 
you to think them if you shake your head when you 
say no. 

Practice also : 

No saludo con la mano 
no la levanto I don't raise it 

no la tengo en el aire I don't hold it up 

no la alargo I don't stretch it out 

no la cierro I don't shut it. 

Remember to think of la mano when you say la. 
Under no circumstances allow yourself to think of 
English equivalents while you are saying the Spanish. 



HOW TO THINK IN SPANISH. 71 

Next ask yourself the following questious with the 
rising inflection of the voice: 

4 Saludo con la mano 1 
4 Levanto la mano 1 
i Tengo la mano en el aire 1 
4 Alargo la mano derecha? 
i Cierro la mano izqnierda? 

They mean, of course, " Do I salute with my hand ? " 
" Do I raise my hand? " etc., or, which is the same thing 
in Spanish, *'Am I saluting with my hand?" "Am I 
raising my hand 1 " etc. 

Observe that the arrangement of words in these ques- 
tions is the same as that of the original statements. That 
is the reason for writing and printing an inverted mark 
of interrogation before Spanish questions. 

Be sure to say each question as if you were actually 
asking ; otherwise you are not " thinking in Spanish." 

Practice also the following negative questions, which 
mean " Don't I salute with my hand ? " or " Am I not 
saluting with my hand?" etc. 

Say these also with a rising inflection, perform the 
action and shake your head when you say no. 

4 No saludo con la mano ? 
i No levanto la mano ? 
i No tengo la mano en el aire? 
4 No alargo la mano derecha? 
4N0 cierro la mano izquierda ? 

Finally practice them in the following form in which 
V is once more substituted for la mano. Ask yourself 

4 No saludo con la mano ? 
4 No la levanto ? 



72 HOW TO THINK IN SPANISH. 

i No la tengo en el aire T 
i No la alargo t 
J No la cierro t 

You have now, to a certain extent, practiced oli the 
mechanism of the language, which has already enabled 
you to make about eight times as many sentences as those 
you started with. You will, however, need considerably 
more practice, not only to make all this come natural to 
you, but to enable you to apply it to other sentences. 

Now, as it would take a very thick book to work out 
each successive subject of conversation in the same full 
way, we must give names to the processes here shown. 
They were : 

3L. Substituting an objective pronoun {la for la mano.) 

2. Making the noun sentences negative. 

3. Making the pronoun sentences negative. 

4. Asking a question with the noun. 

5. Asking a question with the objective pronoun. 

6. Asking a negative question with the noun. 

7. Asking a negative question with the objective pro- 
noun. 

Learn the following substitution : 

Saludo con la mano 
Saludo con ella I salute with it. 

Xa represents Za mano with a verb (la levanto)] ella 
with a proposition {con ella). 

THE FIST.— EL PUSO. 

Make a fist, saying at the same time : ;::: 

Oierro el pixtio. 
which means : " I make a fist,'' (lit, I close the fist.) 



HOW TO THINK IN SPANISH. 73 

Threaten with your fist, saying T 
Amenazo con el puno. 
which means : "I threaten with my fist," (lit. mth the/5^.) 

Strike your other hand with your fist, saying 
Me doy con el puno en la otra mano. 
which means : "I strike my other hand with my fist," 
(lit. I strike me with the fist in the other hand,) 

Open your hand, saying : 
Abro la mano. 
which means : " I am opening my hand," or " I open my 
hand.'' 

Move your hand to and fro, saying : 
Muevo la mano de lado & lado. 
which means : " I move my hand to and fro," (lit. from 
side to side.) ^ 

Move your hand up and down, saying: 
Muevo la mano de arriba abajo. 
which means : " I move my hand up and down," (lit. 
from above down.) 

Turn your hand, saying : 
Vuelvo la mano. 
which means .- " I turn my hand over, or around." 

Lower your hand, saying : 
Bajo la mano. 
which means : *' I lower my hand." 



PRACTICE. 

Objective pronoun. For el puno and all nouns of the 
el'Class we must substitute lo / thus 



74 HOW TO THINK IN SPANISH. 

lo cierro I close it 

and after a preposition, 61 ; thus 

amenazo eon el I threaten with it. 

Practicte as directed r — Lo cierro, amenazo con 61, me 
doy con el en la otra mano, la abro, la muevo de lado k 
lado, la muevo de arriba abajo, la vuelvo, la bajo. 

Negative Sentences. Practice as directed : — No cierro 
el puno, no lo cierro, no amenazo con el puno, no ame- 
nazo con 61, no me doy con el puno en la otra mauo, no 
me doy con 61 en la otra mano (no me doy con 61 en 
ella), no abro la mano, no la abro, no muevo la mano de 
lado k lado, no la muevo de lado k lado, no muevo la 
mano de arriba abajo, no la muevo de arriba abajo, no 
vuelvo la mano, no la vuelvo, no bajo la mano, no la 
bajo. 

Questions, Practice as directed: — 4 Cierro el punof 
iLo cierro! 4 Amenazo con el puno? 4Amenazocon61f 
4 Me doy con el puno en la otra manot 

Can you make the other questions yourself ? They 
differ from statements only by the rising inflection and by 
the punctuation. Alternate noun and pronoun sentences. 

Negative questions. Practice as directed: | i No cierro 
el puiio? 4 No lo cierro? 4 No amenazo con el punot 
?No amenazo con 61? 

Can you make the rest yourself ? They differ from 
the preceding negative sentences only by punctuation 
and rising inflection. 

This practice is as indispensable as finger exercises are 
to the pianist or as the multiplication table is to the 
learner of arithmethic. Only in this way can we hope 
to accomplish in a reasonably short time what children 
learn by talking and listening all the time for three or 
four years. 



HOW TO THINK IN SPANISH. 75 

Don't say these sentences mechanically. 
Speak them deliberately and think the words 
as directed. 



THE HANDKERCHIEF.— EL PAJIUELO. 

Pull your handkerchief out of your pocket, saying : 
Saco mi panuelo de mi bolsillo. 
which means : " I pull my handkerchief out of my pocket." 

Drop (let fall) your hankerchief on the floor, saying : 
Dejo caer mi panuelo al suelo. 
which means : " I drop my handkerchief on the floor." 

Stoop down, saying: 
Me agacho or me inclino. 
which means : " I stoop down.'' 

Pick up your handkerchief, saying : 

Becojo mi pafiuelo. 

which means : *' I pick up my handkerchief.'' 

Tie your handkerchief around your neck, saying : 
Me ato el panuelo al cuello. 
which means : " I tie my handkerchief around my neck," 
(lit. to the neck,) 

When you untie it, say: 
Lo desato. 
which means : " I untie it." 

Wave it, saying : 
Lo sacudo. 
which means : " I wave it." 

Put your handkerchief in your pocket, saying: 
Meto mi pafiuelo en el bolsillo. 
which means : " I put my handkerchief in my pocke^ 
(lit. in the pocket) 



7fi HOW TO THINK IN SPANISH. 

PRACTICE. 

Objective protiouns. Practice as directed, remembering 
that el panuelo or mi paniielo is represented by lo and 
41: — Lo saco de mi bolsillo, lo dejo caer al suelo, lo 
recojo, me lo ato al cuello, lo desato, lo sacudo, lo meto 
en el bolsillo. 

Negative sentences. Practice as directed : — No saco 
mi panuelo de mi bolsillo, no lo saco de mi bolsillo, no 
dejp caer mi panuelo al suelo, no lo dejo caer al suelo, 
no me agacho, no me inclino, no recojo mi panuelo, 
no lo recojo, no me ato el panuelo al cuello, no me lo 
ato al cuello, no desato mi panuelo, no lo desato, no 
sacudo mi panuelo, no lo sacudo, no meto mi panuelo 
en el blosillo, no lo meto en el bolsillo. 

Questions, Make them yourself, alternately using a 
noun (^Saco mi panuelo de mi bolsillo?) and a pro- 
noun (^Lo saco de mi bolsillo T), and practice them as 
directed. 

The pronoun sentences require the most practice, 
because the order of words in them differs most widely 
from the one you are accustomed to. 

Negative questions. Make them yourself, alternating 
nouns and pronouns and practice them as directed. 
Examples: 4 No saco mi panuelo de mi bolsillo? jNo 
lo saco de mi bolsillo? 

THE PENKNIFE.— EL CORTAPLUMAS. 

Take out your penknife, saying : 
Saco mi cortaplumas. 
which means : " I take out my penknife.'' 

When you hold your penknife in your hand, say : 
Tengo mi cortaplumas en la mano. 
which means: "I hold (or I have) my penknife in my 
hand." 



HOW TO THINK IN SPANISH. 77 

Open your penknife, saying : 

Abro mi cortaplumas. 
which means : " I open my penknife." 

Sharpen your leadpencil, saying : 

Afilo mi l&piz. 
which means : '■ I am sharpening my leadpencil." 

Cut a piece out of the newspaper, saying : 
Oorto un p&rrafo del periddico. 
which means : " I am cutting a piece (or paragraph) out 
of the newspaper." 

Shut your knife again, saying : 
Vuelvo & cerrar mi cortaplumas. 
which means : " I am shutting my knife again," (lit. I 
return to shut) 

Put your knife in your pocket again, saying : 
Vuelvo & meter mi cortaplimias en el bolsillo. 
which means : ^' I put my knife in my pocket again." 

PRACTICE. 

Objective Pronouns. Practice as directed; — Saco mi 
cortaplumas, lo saco, lo tengo en la mano, lo tengo en 
ella, lo abro, lo afilo, corto un pdrraf o del peri6dico, corto 
uno del peri6dico, vuelvo k cerrar mi cortaplumas, lo 
vuelvo k cerrar, lo vuelvo k meter en el bolsillo. 

Note the substitution of uno for tin pdrrafo. 

Negative sentences. Form and practice as directed the 
corresponding negative sentences by beginning with no. 
Alternate nouns and pronouns 5 thus : — No saco mi cor- 
taplumas, no lo saco. 

Questions. Form and practice questions, alternating 

nouns and pronouns ] thus : — i Saco mi cortaplumas t 
( Lo saco t 



78 HOW TO THINK IN SPANISH. 

Negative questions. Form and practice negative ques- 
tions, alternating according to the patterns : — No saco 
mi cortaplumas? ^No lo saco? 



ANOTHER STEP. 

So far you have learned the use of twenty-one verbs, 
but they are all in the present tense and in the first per- 
son, yo. Now, as there are three persons in the singular, 
corresponding to I, you, he (or she), and three in the 
plural, corresponding to we, you, they, you can multiply 
your power of speaking by six if you learn the other 
persons. We shall next take up the third person singular. 

THIRD PERSON SINGULAR. 

To answer the question 

I Que hace ese caballero con What is that gentleman do- 
la mano ? ing with his hand 1 

we must turn back again to, the beginning and notice the 
changes. Imagine that you see the actions when you say 
the Spanish words. 

1. Ld Mano, Ese caballero (that gentleman) saluda 
con la mano, ese caballero levanta la mano, ese caballero 
tiene la mano en el aire, ese caballero alarga la mano 
derecha, ese caballero cierra la mano izquierda. 

When the noun is not repeated, it is simply omitted 
without using any word for he. The pronoun ^l (he) is 
used chiefly for emphasis or when the meaning is not 
clear without it. Example 

Juan alarga la mano. John stretches out his hand. 

La cierra. He closes it. 

The same is true of ella, she. Example 

Maria alarga la mano. Mary stretches out her hand. 

La cierra. She closes it. 



HOW TO THINK IN SPANISH. 



79 



Consequently the natural way to say the preceding 
sentences is : — Ese caballero saluda con la mano, la 
levanta, la tiene en el aire, la alarga y (and) la cierra. 

2. El Vuno, Ese muchaeho (that boy) cierra el puno, 
amenaza con ^1, se da con el en la otra mano (he strikes 
AmscZ/ with it in the other hand), abre la mano, la mueve 
de lado 6 lado, la mueve de arriba abajo, la vuelve y la 
baja. 

3. El Panuelo, Mi hermana (my sister) saca su (her) 
panuelo de su bolsillo, lo deja caer al suelo, se agacha, se 
inclina (she bends herself), recoge su panuelo, se ata el 
panuelo al cuello, se lo ata al cuello, lo desata, lo sacude, 
lo mete en el bolsillo. 

^^ From these examples learn two important facts : 
a). The verbs now end in a or e, and it is of the utmost 

importance that you should learn them accurately; 

because, if you put a on a verb that should end in e, or 

vice versa, the meaning will he changed, as you will see 

hereafter. 

h). That lo and la remain in the same place before the 

verb : 

la cierro I close it (la mano) 

lo cierro I close it (el puno) 

la cierra he (or she) closes it 

lo cierra he (or she) closes it. 

4. El Oortaplumas. Felipe (Phillip) saca su (his) corta- 
plumas, lo tiene en la mano, lo abre, afila su lapiz, corta 
un pdrrafo del peri6dico, vuelve & cerrar su cortaplumas, 
lo vuelve & meter en el bolsillo. 

Observe that su means both his and her. In sentences 
like the above when Felipe or mi hermana has just been 
mentioned, no misunderstanding is possible. In case.of 
ambiguity however, say 

Este es su lapiz de 61 This is his leadpencil 

Este es su Idpiz de ella This is her leadpencil. 



80 HOW TO THINK IN SPANISH. 

THE PINGEE.— EL DEDO. 

Bend your finger back, saying : 
Eimpiqo mi dedo Mcia atrds. 
which means : '^ I bend (lit. I push) my finger back.'' 

Crook your finger, saying : 
Doblo mi dedo indice. 
which means: '^ I crook my index finger." 

Knock at the door with your finger, saying: 
Llamo & la puerta con mi nudillo. 
which means: "I knock at the door with my finger 
(knuckle)." 

Bap on the table with it, saying : 
Doy golpes en la mesa (con 61). 
which means: ''I rap on the table with it/' (lit. Igiv0 
blows.) 

Knock on the window with it, saying : 
Doy golpes en la ventana (con 61). 
which means : " I knock on the window with it.'' 

Show the door, saying : 
Indico la puerta, or sefialo la puerta. 
which means : " I show the door." 

Beckon with your finger (for some one to come), saying: 
Hago sefias con el dedo & alguien para que 
venga. 

which means : '' I am beckoning with my finger (for some 
one to come)," (lit. I make signs mth the finger to some* 
'body for that he should come.) 

Motion with your finger (for some one to go away), 
saying: 

Hago sefias con el dedo & alguien para que 
86 vaya. 



HOW TO THINK IN SPANISH. gl 

wbich means : " I motion with my finger (for some one 
to go away.)'' 



PRACTICE. 

1. Say the sentences under El Dedo negatively. 

2. Substitute lo for mi dedo and for mi dedo indice) la 
for la puerta j a ella for d la puerta ; en ella for en lapuerta 
and for en la ventana j co7i il for con mi nudillo and for 
eon el dedo. 

3. Say these pronoun sentences negatively. 

4. Form questions whith nouns and with pronouns. 
5 . Form negative questions with nouns and with pro- 
nouns. 

6. Learn carefully : — Ese nino or esa nina (that child, 
masc. or fern.) empuja su dedo hacia atras, lo dobla, llama 
& la puerta con su nudillo, da golpes en la mesa, da golpes 
en la ventana, indica la puerta, la senala, hace senas con 
el dedo & alguien para que venga y & otro para que se 
vaya. 

Mechanism of the third person singular. The third per- 
son is treated like the first, as may be seen from the fol- 
lowing sentence and its eleven variations. 

Juanillo (6 Juanita) afila el Johnny (or Jenny) is sharp- 
16piz ening the pencil 

J. lo afila J. sharpens it 

lo afila he or she sharpens it 

J. no afila el Mpiz J. does not sharpen the 

pencil 

J. no lo afila J. does not sharpen it 

no lo afila he or she does not sharpen it 

4 afila J. el l&piz t does J. sharpen the pencil i 

4 lo afila J. 1 does J. sharpen it f 



82 HOW TO THIKK IN SPANISH. 

4 lo aflla f does he or she sharpen it f 

4 no afila J. el l&piz f does n't J. sharpen the pen- 

4 no lo afila J. t does n't J. sharpen it ? 

4 no lo aflla f does n't he or she sharpen 

itt 

These- sentences should be practiced deliberately^ 
{Juanillo — lo — afila)f dwelling long enough on Jo to 
point to el Idpiz, and on afila to think of the action. 

Instead of ^aflla J. el l&piz f you can also say iJ. aflla 
el Ifipiz ? with the words in the same order as in the ori- 
ginal sentence. 

When it is necessary to distinguish between he and 
shey say 

61 lo aflla he is sharpening it 

ella lo afila she is sharpening it. 

Turn back to Third Person Singular, P. 79, and see 
how many of the above variations you can make on each 
of the sentences there given. This practice is equivalent 
to multiplying your command of Spanish by about 
twelve. 



THE CHAIB.— LA SILLA. 

Pick up a chair, sajring : 

Levanto la silla del suelo. 
which means : " I pick up the chair (from the floor.)'' 

Carry it to the window, saying : 
Llevo la silla & la ventana. 
which means : " I carry the chair to the window." 

Set it down by the window, saying : 
La coloco en el suelo cerca de la ventana. 
which means : " I set the chair down (on the floor) by the 
window." 



HOW TO THINK IN SPANISH. 83 

Sit down on the chair, saying : 
Me siento en la silla. 
which means: "I sit down on the chair/' (lit. I seat myself.) 

Roll the easy chair to the fireplace, saying : 
Hago rodar la poltrona cerca del faego. 
which means: "I roll the easy chair to the fireplace" 
(lit. I make if roll.) 

Move the chair to the wall saying : 
Empiijo la silla h&cia la pared, 
which means : "I move the chair to the wall," (lit. I push 
the chair towards the wall.) 

Push the rocking chair to the table, saying : 
Empigo la mecedora h&cia la mesa, 
which means : " I push the rocking chair to the table." 
(I shove.) 

Bock in it, saying : 
Me mezo. 

which means : " I am rocking.*^ 

When you have upset a chair, say : 
He volcado la silla. 
which means : " I have upset the chair." 



PRACTICE. 

1. Substitute la for la silla, la poltrona and la mecedo- 
ra ; en ella for en la silla ; cerca de ella for cerca de la ven- 
tana; cerca de (I for cerca delfuego ; hacia ella for hacia 
la pared and hacia la mesa. 

Also alii for dla ventana; and agtii f or 6n elsuelo. 
Point when you say these words. 

The last sentence will be la he volcado. 

2* Make the other siz varations as heretofore. 



84 HOW TO THINK IN SPANISH. 

3. Learn the following. El criado (man-servant) or 
la eriada (maid-servant) levanta la silla del suelo, la Ueva 
alii, la coloca aqui cerca de la ventana (if you are at the 
window J otherwise aZ/i), se sienta en ella, hace rodar la 
poltrona cerca del f uego, la hace rodar, la empuja cerca 
de la pared, empuja la mecedora hacia la mesa, se mece, 
la ha volcado. 

4. Consult Mechanism of the third person singular^ 
P. 81, and see how many variations you can make on the 
preceding sentences. 

THE ARM.— EL BRAZO. THE FOOT.— EL PIfi. 

THE HEAD.— LA CABEZA. 

Lift up your foot, saying : 
Levanto el pi6. 
which means : " I lift up (or raise) my foot,'' (lit. the foot) 

Stand on one foot, saying : 
Me tengo sobre un pi6. 
which means : '' I am standing on one foot/' (lit. I hold 
myself) 

Put your foot down, saying : 

Bajo el pi6. 
which means : " I put down my foot.'' 

Bend your arm, saying : 
Doblo el braze, 
which means : " I bend my arm," (lit. the arm.) 

Lay several books on your arm, saying : 
Pongo varies libres sebre el braze. 
which means : " I lay several books on my arm." 

Carry the books to the window, saying : 
Lleve les libres & la ventana.^ 
which means : ^' I am carrying the books to the window," 



HOW TO THINK IN SPANISH. 85 

Shake your head, saying : 
Muevo la cabeza. 
which means : " I shake my head/' (lit. the head.) . 

Turn your head around, saying : 
Vuelvo la cabeza. 
which means : " I turn my head around.*' 

Bow your head, saying : 
Bajo la cabeza. 
which means : " I bow (lower) my head.'' 

Shrug your shoulders, saying : 
Me encojo de hombros. 
which means : " I shrug my shoulders," (lit. I shrinl my- 
self with shoulders.) 



PRACTICE. 

1. Substitute lotor elpif^ and for elhrazo; la tor la 
cabeza ; alii for d la ventana ; sobre il for sobre el hrazo. 

Instead of un pie, you can say uno ; thus, 
Me tengo sobre uno I am standing on one. 

Instead of los libros and varies libros, you can say los 
(them), the plural of lo (it) ; thus 
Los pongo sobre el brazo I lay them on my arm 
Los Uevo alii I carry them there. 

Los occupies the same position as lo. 

2. Make the other six variations. 

3. Learn: — Alguien (somebody) levanta el pi6, se 
tiene sobre un pi6, baja el pie, dobla el brazo, pone varios 
libros sobre el brazo, los Ueva k la ventana, mueve la 
cabeza, la vuelve, la baja, se encoge de hombros. 

4. Consult Mechanism of the third per s. sing, and make 
as many variations on the preceding sentences as you can. 



86 HOW TO THINK IN SPANISH. 

THE HANDS.— LAS MANOS. 

Put your hands together, saying : 
Acerco las manos una & otra. 
which means: "I put my hands together," (lit. the hands.) 

Fold your hands, saying : 
Junto las manos. 
which means : " I fold my hands." 

Take your hands apart, saying : 

Separo las manos. 
which means : " I take my hands apart," or " I separate 
my hands." 

Applaud with your hands, saying : 
Aplaudo. or doy palmadas. 
which means : " I applaud with my hands." 

Cover your face with your hands, saying : 
Me cubro la cara con las manos. 
which means : " I cover my face with my hands," (lit. I 
cover me the face.) 

Bub your hands, saying : 
Me restriego las manos. 
which means: "I rub my hands," (lit. I. rub me the 
hands.) 

Warm your hands at the fire, or at the stove, saying : 
Me caliento las manos al fuego^ or & la estufa 
which means : " I warm my hands at the fire, or at the 
stove." 

Press your hands together, saying : 
Me aprieto las manos. 
which means : " I press my hands together." 

Put your hands in your pockets, saying : 
Meto las manos en los bolsillos. 
which means : " I put my hands in my pockets." 



HOW TO THINK IN SPANISH. 87 

PRACTICE. 

1. For lasmanos substitate las (them), the plural of la. 
Las occupies the same place as Za {Jias acerco, lasjuntOy 
etc.). 

Learn the combination me la, me las and say in the 
fifth and sixth sentences: Me la cubro con las manos-^ 
Me las restriego. 

Substitute also con ellas for con las manos, and en eUos 
for en los bolsillos. 

2. Make the other six variations in the first person. 

3. Learn carefully : Su hijo (his or her son) or sq 
hija (his or her daughter) acerca las manos, las junta, las 
sep&ra, aplaude, da palmadas, se cubre la cara con las 
manos, se la cubre con ellas, se restriega las manos, se 
las calienta, se las aprieta, las mete en los bolsillos. 

4. Vary the sentences of 3. 

THIRD PERSON PLURAL. 

5. Learn : — Esos muchachos (those boys) acercan las 
manos, juntan las manos, las sep&ran, aplauden, dan pal- 
madas, se cubren la cara con las manos, se la cubren con 
ellas, se restriegan las manos, se las calientan, se las aprie- 
tan, las meten en los bolsillos. 

The verbs now end in n. You can form the third per- 
son plural yourself, if you know the third person singular. 
All you have to do is to add n. There is only one excep- 
tion in the language (son, the plural of es), 

8e now means themselves or for themselves in addition 
to the meanings himself and herself which you learned 
before. 

You will observe also that the noun esos muchachos is 
neither repeated nor represented by a pronoun. 

Esos muchachos acercan las Those boys are bringing 
 manos. their hands together. 

Juntan las manos. They join their hands. 



88 HOW TO THINK IN SPANISH. 

The pronoun for they {ellos, masc; ellas, fern.) is used 
chiefly to avoid misunderstanding or for emphasis. 

The mechanism of the third persor^ plural is exactly the 
same as that of the singular. Compare the following 12 
sentences with those on P. 81. 

Esos muchachos (6 esas muchachas) afilan los l&pices 

esos muchachos los afilan 

los afilan 

esos muchachos no afilan los Ifipices 

esos muchachos no los afilan 

no los afilan 

i afilan esos muchachos los Mpices t 

I los afilan esos muchachos f 

i los afilan f 

4 no afilan esos muchachos los Ifipicest 

i no los afilan esos muchachos f 

{no los afilan f 

Practice saying these sentences deliberately, thinking 
each word. Do not make the mistake of supposing that 
you can use these and similar, sentences just because you 
know what they mean in English, You must accustom 
them to come to your mind in the various preceding 
arrangements; in other words, you must accustom 
yourself to thinlc them in these ways. And that means to 
associate each word with the person, thing or action 
which it represents. Take your time to do it, and do it 
more than once a day for several days, until it becomes 
natural and easy. 

THE DRAWER.— EL CAJON 

Take your key out of your pocket, saying : 
Saco mi Have de mi bolsillo. 

which means : '* I take my key out of my pocket. 



HOW TO THINK IN SPANISH. 89 

Put it in the keyhole, saying : 
La meto en el agiijero de la Have, 
which means : " I put it in the keyhole/' (lit. in the hole 
of the key.) 

Turn it from left to right, saying : 
Doy vuelta & la Have de izquierda & derecha. 
which means : '^ I turn it from left to right,'' (lit. Igive 
the turn.) 

Unlock the drawer, saying : 
Abro el caj6n. 
which means : " I am unlocking the drawer,'' (lit I open.) 

Pull it out, saying ; 

Lo saco. 

which means : " I pull it out." 

Take the papers from the table, saying 
Oojo los papeles de la mesa, 
which means : " I take the papers from the table." 

Put them in the drawer, saying : 
Los meto en el cajon. 
which means : " I put them in the drawer." 

Push the drawer in, saying : 

Oierro el caj6n. 
which means : " I push the drawer in," (lit. J shut.) 

Turn the key from right to left, saying : 
Doy vuelta & la Have de derecha & izquierda. 
which means : " I turn the key from right to left." 

Lock the drawer again, saying : 
Vuelvo & cerrar el caj6n con Have, 
which means : " I lock the drawer again," (lit. I return to 
shut the drawer with Jcey.) 

Pull out the key, saying : 
Saco la Have, 
wfiich means: " I pull out the key." 



90 HOW TO THINE IN SPANISH. 



PRACTICE. 

« 

1. Substitute la for la Have and mi Have; lo for el 
cajon; los for hspapeles; debitor demi bolsillo; en 41 
for en el agujero de la Have; de ella for de la mesa. 

For a Za Have substitute le (to it) : 

Le doy vuelta I turn itj I give (to) it a 

turn. 

When a verb has two objects (I give a turn to the key, 
or I give the key a turn), the one with which to is or can be 
used is called the dative. Le represents the dative. Its 
place is before the verb. 

2. Make the other six variations 

3. Learn : — Mi padre (my father) or mi madre (my 
mother) saca su Have de su bolsillo, la mete en el agujero 
da la Have, le da vuelta de izquierda & derecha, abre el 
caj6n, lo saca, coge los papeles de la mesa, los mete en el 
caj6n, lo cierra, da vuelta d la Have (6 lo vuelve a cerrar), 
saca la Have. 

4. Practice the different variations of the sentences 
of 3. 

5. Learn : — Mis padres (my parents) sacan sus Haves 
de sus bolsillos, las meten en los agujeros de las Haves, 
les dan vuelta de izquierda & derecha, abren los cajones, 
los sacan, cogen los papeles de la mesa, los meten en los 
cajones, los cierran, dan vuelta & las Haves, (6 los vuelven 
a cerrar), sacan las Haves. 

Les (to them) is the plural of le. Mis is used instead 
of mi when the next noun is plural. Sus is the plural of 
sw in the same sense. Mi padre, mis padres; su Have, sus 
Haves. Su^ sus, therefore mean his, her or their. 



HOW TO THINK IN Sf>A;NISH. dl 

Ifne<^saryy say " 

su Have de 61 his key 

SU8 Haves de 61 his keys 

su Have de eHa her key 

sus Haves de ella her keys 

su Have de ellos their (masc.) key 

sus Haves de ellos their (masc.) keys 

su Have de ellas their (fern.) key 

sus Haves de ellas their (fern.) keys. 

6. Turn back to the sentences under Third Person 

Singular P. 79, and convert them into the plural. [men) 

Insteadofesecaballero say esoscaballeros (those gentle- 

" " esemuchacho" esosmuchachos (those boys) 

" " mi hermana " mis hermanas (my sisters) 

" Felipe " TeHpe y Pablo (Paul). 

The verbs all end in n; se, m sus remain unchanged. 
In 1 and 2 leave mano and puno in the singular; and in 3 
and 4 change elpanueJo to los panuehs and el cortaplumas 
los cortaplumas. 

A SHEET OF PAPER.— UNA HOJA DE PAPEL. 

Take a sheet of paper, saying : 
Cqjo una hoja de papeL 

which means : " I take a sheet of paper." 

Tear off a strip from it, saying : 

Le saco una tira. 
which means : " I tear off a strip from it." 

Tear off another strip, saying : 
Le saco otra tira. 
which means : " I tear off another strip from it." 

Tear off two more strips, saying ; 
Le saco dos mds. 
which means : " I tear off two more from it." 



92 HOW TO THINK IN SPANISH. 

Fold what remains twice, saying : 
Doblo dos voces lo que queda. 
which means : " I fold up the remainder twice,'^ (lit that 
which remaifiSo) 

Unfold it again, saying : 
Lo despliego or lo abro. 
which means : " I unfold it again.^ 

Crumple it up, saying: 
Lo arrugo. 
which means : " I crumple it up,^ 

Throw it away, saying : 
Lo tiro, 
which means : " I throw it away.'' 

Make a hole in two strips with a pin, saying : 
Hago un agujero en dos tiras con un alfller. 
which means 2 " I make a hole in two strips with a pin.'' 

Pin them together, saying : 
Las prendo con un alfller. 
which means : " I fasten them together with a pin." 

Stick {or paste) the other two together with mucilage, 
saying : 

Engomo las otras^dos. 
which means: "I stick the other two together with 
mucilage." 

Twist them up, saying : 
Las tuerzo. 
which means : " I twist them up.'' 

Tear them up, saying : 

Las rompo. 

which means ; " I tear them up." 

Throw the bits in the waste-basket, saying : 
Echo los pedazos en el canasto. 
which means : " I throw the bits in the waste-basket.'' 



HOW TO THINK IN SPANISH. 93 



PRACTICE. 

1. Observe the extension of the meaning of le ; here 
it means from it The principle however is similar. The 
action of the verb saco extends to two objects, tira and 
hcja depapel. Tira is the direct object and le represents 
the other one. 

In the sentence Lo despliego, lo represents the phrase 
Zo que queda. 

Substitute nonns for lo and las. 

Substitute una for una hoja de papel and for una tira; 
otra for otra tira; uno for un agujero and con uno for 
eon un alfiler; los for lospedazos; en il for en el canasto. 

2. Learn: — El senor Su4rez (Mr. Su4rez) or la seiiora de 
Su&rez (Mrs. Su&rez) coge una hoja de papel, le saca una 
tira, le saca otra, le saca dos m&s, dobla dos veces lo que 
queda, lo despliega, lo abre, lo arruga, lo tira, hace un 
agujero en dos tiras con un alfiler, las prende con un 
alfiter, engoma las otras dos, las tuerce, las rompe, echa 
los pedazos en el canasto. 

3. Say the same sentences in the plural, beginning : 
Mis amigos (my friends) cogen sendas hojas de papel. 
Sendas indicates that each person takes one. There is no 
similar English word. (Latin singulos). Use it only with 
a plural noun. 

Change le to les. 

4. Tiim to Practice 6 under HiDedo and change to the 
plural, beginning: Esos ninos empu jan su dedo hacia atrds. 

5. Turn to Practice 3 under La Silla and change to 
plural, beginning: Los criados levantan las sillas del 
suelo. Then en ella becomes en ellas. 

6. Turn to Practice 3 under El BrazOj etc, and change to 
the plural, beginning alternately with algunos (some) and 
otros (others). Leave pii, hrazo and cabeza in the singular. 



94 HOW TO THINK IN gPANlSS. 

7. Turn to Pratice 3 under Las Manas and change to 
plural, beginning: Sus hijos (his, her, or their sons) 
acercan las manos. Leave cara in the singular. 



THE SECOND PERSON. 



^ 



When you are studying alone, the only way of 
practicing the second person is to perform the action and 
address yourself, saying for example: Mr., Mrs. or Mis X, 
you are raising your hand, you are holding it out, etc. 
Then the sentences will assume the following form : 

1. La Mano, Usted (you) saluda con la mano, usted 
la levanta, usted la tiene en el aire, usted alarga la mano 
derecha, usted cierra la izquierda. 

When addressing more than one person, say: — Ustedes 
(you) saludan con la mano, ustedes la levantan, ustedes 
la tienen en el aire, ustedes alargan la mano derecha, 
ustedes cierran la izquierda. 

The verbs have the same endings as for the third 
person singular and plural. 

Usted is commonly abbreviated V, or Vd., and tistedeSj 
Yds. Pronounce these abbreviations usted, ustedes. 

2. M Puno. V. cierra el puno, V. amenaza con 61, V. 
se da con el en la otra mano, V. abre la mano, V. la mueve 
de lado & lado, V. la vuelve, V. la baja. 

Change to plural, i, e, to what you would say in 
speaking to more than one person. Se remains the same. 
You have now learned the following meanings for se: 
himself, herself, themselves, yourself, yourselves. 

3. LI Fanuelo, V. saca su panuelo de su bolsillo, deja 
caer su panuelo al suelo, se agacha, se inclina, recoge su 
panuelo or lo recoge, se lo at a al cuello, lo desata, lo 
sacude, lo mete en el bolsillo. 



HOW TO THINK IN SPANISH. 95 

Here you will learn that it is not necessary to repeat 
usted in successive sentences ; 

Also that su means your in addition to the other 
meanings given before. In case of ambiguity say 

Su panuelo de V. Tour handkerchief 

Siis panuelos de V. Your handkerchiefs. 

Speaking to more than one person, say 

Su casa de Vds. Your house 

Sus casas de Vds, Your houses. 

^^ The knowledge of the facts, that se, su, sus are 
used in the second person, and that the verb endings are 
tlie same as those of the third person, will not iaJce the 
place of practice in associating these words with their 
new meanings. 

Change the preceding sentences of Ul Panuelo into 
the plural form. 

Mechanism of the second person. Learn the following 
patterns : 



1. 


V. abre los ojos 


You open your eyes 


2. 


V. los abre 


You open them 


3. 


V. no abre los ojos 


You don't open your eyes 


4. 


V. no los abre 


You don't open them 


5. 


i Abre V. los ojost 


Do you open your eyes t 


6. 


i Los abre V. 1 


Do you open them f 


7. 


4 No abre V. los ojos ? 


Don^t you open your eyes 1 


8. 


I No los abre V. ? 


Don't you open them ? 



Form the plural of these eight sentences by changing 
r. to Vds. and adding n to the verb. 

It is a very common form of speech to place F. and 
Vds. after the verb : 



96 HOW TO THINK IN SPANISH. 

9. Abre V. los ojos Yon open your eyes 

10. Los abre V. You open them 

11. No abre V. los ojos You don't open your eyes 

12. No los abre V. You don't open them 
Do the same with Yds. 

4. Turn to El CortaplumaSy P. 76, and say the sentences 
in the second person, imitating the above Patterns 1 and 
9, singular and plural. 

5. Turn to El Dedo and imitate Patterns 3 and 11 
singular and plural. 

6. Turn to La Silla and imitate Patterns 2 and 10, 
singular and plural. 8e takes the place of me. Omit the 
last sentence. 

7. Turn to El Brazo etc. and imitate Patterns 4 and 12, 
singular and plural. 

8. Turn to Las Manos and imitate Pattern 6, singular 
and plural. 

9. Turn to El Caj6n and imitate Pattern 7, singular 
and plural. 

10. Turn to Una Hqja de Papel and imitate Pattern 8, 
singular and plural. 



THE FAMILIAR FORM. 

There are three other words for you; namely, tu, vos 
and vosotros with its feminine vosotras. As their chief use 
is in the family circle and among very intimate friends, 
they are omitted from the regular practice of this book. 
When you have acquired the command of usted and 
ustedes, which are the only proper forms for you to use 
in speaking to Spaniards, you can easily acquire the 
others by a process to be explained hereafter. 



HOW TO THINK IN SPANISH. 97 

A PACKAGE.— UN LIO. 

When you wish to make a package, say: 
Quiero hacer un lie. 
which means : " I will make a package, or I want to make 
a package.'' 

"When you have to make a package, say : 
Tengo que hacer un lio, or debo hacer un lio. 
which means: "I have to make a package, or I must 
make a package." 

Take a (double) sheet of wrapping paper, saying : 
Oojo un pliego de papel de envolver. 
which means : " I take a double sheet of wrapping paper.** 

Spread it out, saying : 
Lo despliego. 
which means : " I spread it out. 

Lay the bundle on it, saying: 

Le pongo el paquete encima. 
which means : " I lay the bundle on it," (lit. I put to it 
the bundle on top.) 

Cut off a strip with the scissors, saying : 
Le corto una tira con las tijeras. 
which means : " I cut off from it a strip with the scissors." 

Wrap up the bundle, saying : 
Envuelvo el paquete. 
which means : " I wrap up the bundle." 

Tie a string around it, saying : 
Lo ato con cordelillo. 
which means : " I tie a string arr)und if 

Make a knot, saying : 
Le hago un nudo. 
which means : " I make to it a knot." 



98 HOW TO THINK IN SPANISH. 

Cut off the ends of the string, saying: 
Oorto las puntas del cordelillo. 
which means : " I cut oflE the ends of the string.'' 

Write the address on the package, saying : 

Escribo las senas sobre el lio. 
which means : " I write the address on the package.'' 

PRACTICE. 

1. Substitute u)W for un Ko, for un pliego de papel de 
mvolver and for un nudo; una for una tira; con ellas for 
con las tijeras; con el for con cordelillo ; sohre el for sohre 
el lio; las for las puntas del cordelillo and for las senas. 

ly If lo is substituted for el paqtiete in the sentence 
Lepongo el paquete encima, 
or in any other sentence containing le or le^, these latter 
must be changed to se : 

8e lo pongo encima ; 
literally : I put it (lo=el paquete) — to it {se=le=pliego de 
papel) — on top (encima). 

Familiarize yourself with this new se by saying the 
sentence slowly, pointing to the objects as you say se - lo 
and then performing the action pongo encima. Repeat 
this important practice several times. 

Another example can be obtained from the sentence 

Le saco una tiraj 
in which le refers to una hoja de papel. Substituting la 
for una tira, we have 

se la saco. 
From it {se=le=una hoja de papel) — it {la=tira) — I 
tear off (saco J. Point to the objects, as you say se, la, and 
perform the action as you say saco. Do it several times. 
If the preceding sentences contained the plural nouns 
paquete^, tiras, we should obtain the combinations se los, 
se las. 



HOW TO THINK IN SPANISH. 99 

It is in the position and the arrangement of these 
pronouns that Spanish differs most widely from English. 
Hence the necessity of the above practice in thinking 
them. For further practice s&e under El Perro, P. 112. 

2. Learn the following questions : — ^Quiere V. hacer 
un lio? ^Tiene V. que hacer un Hot jDebe V. hacer un 
lio t i Coge V. un pliego de papel de envoi ver ? ^ Lo des- 
pliega V.t iLe pone V. el paquete encimat jLe corta V. 
una tira con las ti jeras 1 4 Envuelve V. el paquete t i Lo 
ata V. con cordelillo t ^ Lo hace V. un nudo t 4 Corta V. 
las puntas del cordelillo ? ^ Se las corta V. t 4 Escribe V, 
las senas sobre el Ifo f 

3. Say these questions with Yds. 

4. Say the original sentences in the 3** pers. sing, 
beginning : Mi primo or mi prima (my cousin) quiere hacer 
un lio. 

5. Say them in the plural beginning: Mis primos^ my 
cousins. 



FIRST PERSON PLURAL. 

There are two words in Spanish for we. Men and boys 
say nosotros, and women and girls nosotras. When both 
sexes are comprised, nosotros is used. 

With a verb these pronouns are generally omitted 
unless they are emphatic. 

We must turn back once more to the beginning, 
perform the actions again, and use the "editorial we", if 
practicing alone. Observe and learn the changes in the 
verbs and pronouns. 

1. Mano. (Nosotros 6 nosotras) saludamos con lamano, 
le van tamos la mano, ten^mos la mano en el aire, alarga- 
mos la mano derecha, cerramos (not cierramos) la mano 
izquierda. 



100 HOW TO THINK IN SPANISH. 

2. Puiko. Cerramos el puno, amenazamos con 61, nos 
damos con el puiio en la otra mano, abrimos la mano, 
movemos (not mnevemos) la mano de lado & lado, la vol- 
yemos, la bajamos. 

3. Panuelo, Sacamos nuestros pannelos de nnestros 
bolsillos, dejamos caer nuestros pannelos al suelo, nos 
agachamoSy nos inclinamos, los recogemos, nos atamos el 
panuelo al cuello, nos lo atamos al cuello, lo desatamos, 
lo sacudtmoSy lo met^mos en el bolsillo. 

Mechanism of the first person plural. Filbm these exam- 
ples learn that 

a) The verb ends in amos, emos or imos ; 

6) The vowels fe, ue which were used in previous verb 
forms in emphatic syllables, are now e and o in unemphatic 
positions; 

c) Nos, ourselves or to ourselves, takes the place of me; 

d) Nuestros, which is the plural of nuestro, our, takes 
the place of mis, the plural of mi. 

These sentences admit of the usual variations : 

Abrimos los ojos, los abiimos, no abrimos los ojos, no 
los abrimos. 

i Abrimos los ojos? 4 Los abrimos! 4 No abrimos los 
ojos t i No los abrimos ? 

To save space, the verbs only are given for the 
succeeding topics. Say the entire sentence in every case as 
you perform the action. 

4. Gortaplumas. Sacamos, tenemos, abrimos, afilamos, 
cortamos, volvemos. 

5. Dedo. Empujamos, doblamos, llamamos, damos, 
indicamos, seiialamos, hacemos. 

6. Silla. Levantamos, Uevamos, colocamos, sentamos, 
hacemos, empujamos, mecemos, hemos. 

7. Brazo. Levantamos, tenemos, bajamos, doblamos,po- 
nemos, Uevamos, movemos, volvemos, baj amos, encogemos. 



HOW TO THINK IN SPANISH. 101 

8. Manos. Acercamos, juntamos, separamos, aplandi- 
mos, damos, cnbrimoS; restregamos, calentamos, apreta- 
moSy metemos. 

9. Cajtfn. SacamoS; metemos, damos, abrimos, cogemoS; 
cerramos^ volvemos. 

10. ffqja de Papeh Cogemos, sacamos, doblamos, 
desplegamos, abrimos, amigamoSy tiramos, hacemos, 
prendemos, engomamos, torcemos, rompemos, ecbamos. 

11. Lio. Queremos^ tenemos, debemos, cogemos, des- 
plegamos, ponemos, *cortamoS; en volvemos, atamos, ha- 
cemos, escribimos. 



CONJUGATION. 

You have now learned the following verb forms : 

yo bajo 

nosotros, nosotras bajamos 

Vd., 61, ella baja 

Yds., ellos, ellas bajan 

If it were not for the three varieties of the first person 
plnral, we might have arranged all the preceding verbs 
in two classes or conjugations. The first person plural 
shows that there are three. 

It is customary to group verbs under a form caUed 
the infinitive and say, for example, that we have above the 
present tense of the verbs hajar, meter and sacvdir, (to 
lower, to put, to shake). 

The infinitive is an exceedingly useful form, because 
it is contained in numerous locutions, and because it 
enables us to derive many of the other verb forms. 

If you know the first person plural of any verb, you 
can always obtain the infinitive, by changing amos to ar^ 
emos to er and imos to ir. 



meto 


sacudo 


metemos 


sacudimos 


mete 


sacude 


meten 


sacuden. 



102 HOW TO THINK IN SPANISH. 

Exercise. Take the preceding list of verbs in the first 
person plural and change them into the corresponding 
infinitives. 



There are only three exceptions : 






hemos, we have 


haber, 


to have 


somos, we are 


ser, 


to be 


yamos, we go 


ir, 


to go. 



Conversely, if you have the infinitive, you can form 
the first person plural. If, therefore, the infinitive is 
given in addition to the first person singular of the verbs 
of subsequent sentences, you can form all the persons of 
the present tense by learning the following process 

1. Given cerrar and cierro ; required the other per 
sons. Answer : — Cerrar indicates by its termination ar 
that the other endings are dmos, a, an (as in hajamos, haja, 
bajan)f and also gives us the 1«* pers. plur. cerramoSy 
Cierro gives us the stem cierr to which a and an must be 
added ; thus we get derra and cierran, 

2. Given volver and vuelvo ; required the other persons. 
Answer: — Volver shows that the endings are emos, e, en, 
(as in metemoSj mete, meten), and gives us the 1** pers. 
plur. volvemos. Vuelvo gives us the st«m vuelv for the 
endings e and en ; thus we obtain vuelve, vuelven. 

3. Given seguir and sigo ; required the other persons. 
Seguir shows that the endings are imos, e and en (as in 
saciidimos, sacude, sacuden), and gives us seguimos. Sigo 
gives us the stem sig which must be written sigu before e 
and en to preserve the same sound of the g. Thus we 
have siguej siguen. 

4. Given hacer and hagOj to fine} the other persons. 
Answer : — Here we have a consonant change instead of 
a vowel change. The g is foreign to the infinitive stem 
hac. In such cases all the other perso: s are derived by 



HOW TO THINK IN SPANISH. 



103 



adding the proper set of endings (indicated by the infini- 
tive ending) to the infinitive stem. Thus we get hacemos, 
hace, hacen. 

It is of course desirable that your power of varying the 
verbs should not be confined to the few you have studied, 
but that it should extend to all the verbs of the language. 

The following exercise contains nearly all varieties, 
some of them having very peculiar first persons. Follow 
the process just described. It is purely mechanical and 
independent of the meaning of the verb. 

Uxercise. Given the following infinitives and first 
persons singular, to find the other persons. 



Desplegar, despliego. 
Probar, pniebo. 
Bormir; duermo. 
Caber, quepo. 
Querer, qniero. 
Caer, caigo. 
Reir, rio. 
Oler, haelo. 



Perder, pierdo. 
Jugar, juego. 
Servir, sirvo. 
Poder, puedo. 
Traer, traigo. 
Asir, asgo. 
Erguir, yergo or irgo. 
Sentir, slento. 



Torcer, tuerzo. 
Huir, huyo. 
Poner, pongo. 
Conducir, eonduzco. 
Salir, salgo. 
Errar, yerro. 
Coger, oojo. 



The change from torcer to tuerzo and from coger to cqjo 
does not introduce any foreign consonant sound. It is 
made to preserve the same sound. The h of huelo and the 
y of huyo are not regarded as consonant changes. 

Only ten verbs (not counting compounds) cannot be derived in 



this way. 












Ser, 


to be, 


soy 


somos 


es 


son 


Estar, 


to be, 


estoy 


estamos 


est& 


est&n 


Ir, 


to go. 


voy 


vamos 


va 


van 


Bar, 


to give, 


doy 


damos 


da 


dan 


Saber, 


to know. 


s6 


sabemos 


sabe 


saben 


Haber, 


to have, 


he 


hemes 


ha 


han 


Tener, 


to have. 


tengo 


tenemos 


tiene 


tienen 


Venir, 


to come, 


vengo 


venimos 


viene 


vienen 


DeciT; 


to say. 


digo 


decimos 


dice 


dicen 


Oir, 


to hear, 


6igo 


oimos 


oye 


oyen. 



104 HOW TO THINK IN SPANISH. 

THE DOOR.— LA PUERTA. 

When you are seated on a chair; say : 
Estoy sentado en una silla. (A woma«» <^ a girl 
should say sentada.) 
which means : '' I am sitting on a chair.'' 

Get up from the chair, saying : 

Me levanto de la silla*. 

which means : ^' I get up from the chair.'' 
Go to the door, saying : 

Voy & la puerta. 
which means 2 " I go to the door." 

Put your hand on the door-knob, saying : 
Pongo la mano en el bot6n. 
which means : '' I put my hand on the door-knob.'' 

Take hold of it, saying : 
Lo cojo. 
which means : '^ I take hold of it." 

Turn it, saying: 

Le doy vuelta. 
which means : ^' I turn it round." (lit. I gim tarn to it) 

Pull the door open, saying : 
Tiro de la puerta 7 la abro. 
which means : '^ I pull the door and open it." 

Look out, saying : 

Saco la cabeza. 
which means : '' I look out," (lit. I put or stick my head out) 

Shut the door again, saying : 

Vuelvo & cerrar la puerta. 
which means : " I shut the door again." (lit. I return to 
shut) 

Go back to your place, saying: 

Vuelvo & mi sitio. -^ 

which means.: " I go back to my place." <*-' 



••• fii:- 



HOW TO THINK IN SPANISH. 105 



Sit down, saying: 

Me siento. 
which means: " I sit down.'' 



PRACTICE. 

1. Tho infinitives corresponding to the first persons 
singular used in La Puerta are estar, levantar, ir, poner, 
coger, dar, tiravj sacar, volver and sentar. 

Say the sentences in all the persons of the present 
tense. 

In the first sentence say sentados or sentadas in the 
plural. 

Reflexive verbs. — Verbs like melevanto, me siento art 
called reflexive verbs, the action being reflected back to 
the subject: I seat myself, we seat ourselves, you seat 
yourself etc. Example : 

Me siento Juan se sienta 

Nos sentamos Maria se sienta 

V. se sienta Los muchachos so sientan 

Yds. se sientan Las muchachas se sientan. 



THE WATCH.— EL RELOJ DE BOLSILLO. 

When you hear it strike ten, for example, say : 
Oigo dar las diez. 
which means : " I hear it strike ten.'' 

Pull out your watch, saying : 

Saco mi reloj. 
which means ; " I pull out my watch," 



106 HOW TO THINK IX S^\\NISH. 

Hold it to your ear, saying : 
Me Id pongo al oido. 
v^hich means : " I hold it to my ear/' (lit. I put it to me 
to the ear,) 

Listen to hear whether it is going, and say : 
Escucho si anda 6 si est& parade. 
which means : " I listen to hear whether it is going, or 
whether it has stopped." 

See what time it is, saying : 
Veo que hora es. 
which means : " I see what time it is.'' 

Compare it with the clock, saying : 
Lo compare con el reloj (de pared), 
which means : " I compare it with the clock." 

Set it, saying: 

Le ponge & la hera. 

which means : " I set it," (lit. I put it to the hour.) 

Put it in your pocket again, saying : 
Vuelve & metfirmele en el belsille. 
which means : " I put it in my pocket again," (lit. I return 
to put it to me in the pocket) 

Take it to the watchmaker's, saying: 
Le lleve & casa del reloj ere, 

which means: " I take it to the watchmaker's.''. 

"> 

PRACTICE. 

The infinitives corresponding to the first persons used 
in Beloj de BolsiUo, are : oir, sacar, poner, escuchavj ver, 
comparar, poner, volver, llevar. 

Say the sentences in all the persons of the present 
tense. 

In deriving the verb ver, the forms vee^ veen and veemos 
are contracted to ve, ven, vemos. 



HOW TO THINK IN SPANISH. 107 



HOW TO USE THE INFINITIVE. ' 

We have had the following examples of the use of 
infinitives in our sentences: 

1. Dejo caer mi panuelo. 

2. Vuelvo & cerrar mi cortaplumas. 

3. Quiero hacer un lio. 

4. Tengo que hacer un lio. 

From these examples may be seei^ that the infinitive 
is joined to another verb sometimes directly as in the 
first and third, and sometimes by the aid of some little 
word like que or a. Sometimes de, en, con, para are used. 
Tou will have to learn by experience in each case. The 
following directions will serve as a guide. 

Example L When you know a sentence containing 
an infinitive, like 

Quiero hacer un lio, 

you can use it as a pattern in which you can make two 
kinds of substitution. 

1. Instead of quiero, you can use any other part of the 
verb querer and say 

Queremos hacer un lio. 

i Quiere V. hacer un lio? 

Juan no quiere hacer un lio, etc. 

So far you know only the present tense of querer, 
but these remarks apply equally to the other tenses. 

2. The original sentence or "Pattern'' shows that 
the infinitive Aacer is joined directly to quiero; hence it 
will be proper for you to join any other infinitive to 
quiero in like manner and say, for example. 



108 HOW TO THINK IN SPANISH. 

Quiero saludar con la mano 
Quiero levantar la mano 
Qaiero tener la mano en el aire 
Quiero alargar la mano derecha 
Quiero cerrar la mano izquierda, 

and what is true of quiero is also true for any other part 
of the verb guerer, 

I^When practicing in this way, be careful to keep 
the meaning of the repeated word in mind. 

Example II. The sentence, 

Vuelvo a cerrar mi cortaplumas, 

shows that the verb vuelvo requires d before an infinitive 5 
hence we must say 

Volvemos a cerrar nuestros cortaplumas 
4 Vuelven Vds. k cerrar sus cortaplumas? 
4 Vuelve Pedro & cerrar su cortaplumas? etc. 
and 

Vuelvo d saludar con la mano 

Vuelvo & levantar la mano 

Vuelvo & tener la mano en el aire, etc 

Example III, The sentence, . 

Tengo que hacer un lio, 
gives rise to 

jTenemos que hacer un lio ? 

4 No tiene Carlos que hacer un liot 

Vds. tienen que hacer un lio, etc. 



and to 



Tenemos que saludar con la mano 
Tengo que levantar la mano 
Tengo que tener la mano en el aire, etc., 
Tengo que volver & saludar, etc. 



HOW TO THINK IN SPANISH. - 109 

Practice in these substitutions will enormously in- 
crease your power of forming sentences. Spaniards do 
this unconsciously. You must do it consciously until it 
becomes a habit. 

Objective Pronouns. If la (it) is to be substituted for 
lamanOf in the sentences 

Quiero levantar la mano, 
Vuelvo k levantar la mano, 
Tengo que levantar la mano, 

it may be placed before the first verb : 

la quiero levantar^ 
la vuelvo & levantar, 
la tengo que levantar, 

or better after the infinitive and afSxed to it 

Quiero levantarla, 
Vuelvo k levantarla, 
Tengo que levantarla. 

y To avoid confusion, we shall confine our practice to 
the second way. 

All the other objective pronouns {Jas^ h, hs, 7e, les^ me 
nos, $e) are treated in the same way as la. 

Hence every infinitive sentence will give rise to the 
usualnumber of variations; as for example: Tengo que 
levantar la mano, tengo que levantarla, no tengo que 
levantar la mano, no tengo que levantarla, ^ tengo que 
levantar la mano f 4 tengo que levantarla? 4 no tengo que 
levantar la mano f jno tengo quo levantarla ? 

As you can do the same thing in the other persons 
of tener^ you are now enabled to make from 48 to 56 
variations for each infinitive sentence. 

Hxercise. 1. Learn the following sentences so that 
you can say those of the second column when those of 



110 



HOW TO THmK IN SPANISH. 



the first are given. If it is required, for example, to 
begin the sentence Afilo el Idpiz with Quiero (I will or I 
want to), the answer is : Quiero afilar el Idpiz. 



Lo afilo 

Afilo los Ifipices 

Los afilo 

Abro la mano 

La abro 

Abro las manos 

Las abro 

Cojo un papex 

Lo saco una tira 

Le pongo un paquete enci- 
ma 

Se lo poiigo eneima 



Quiero afilarlo 

Quiero afilar los Mpiees 

Quiero afilarlos 

Quiero abrir la mano 

Quiero abrirla 

Quiero abrir las manos 

Quiero abrirlas 

Quiero coger un papel 

Quiero sacarle una tira 

Quiero ponerle un paquete 
eneima 



Qoiiero pon^rselo eneima. 

2. Begin the same sentences with Vuelvo d. 

3. Begin the following sentences with Tengo que (I 
have to), tenemos que, etc. 



Me inclino 

Nos inclinamos 

V. se inclina 

Vds. se inclinan 

Juan se inclina 

Ana se inclina 

lios muchachos se inclinan 

Las muchachas se inclinan 



Tengo que inclinarme 
Tenemos que inclinarnos 
V. tiene que inclinarse 
Vds. tienen que inclinarse 
Juan tiene que inclinarse 
Ana tiene que inclinarse 
Los m. tienen que inclinarse 
Las m. tienen que inclinarse 



4. Begin the same sentences with Vuelvo d, volve- 
mos dj etc. 

5. Begin the following sentences with Vuelvo d, volve- 
mos a, etc. 

Me ato el panuelo al cuello Vuelvo k atarme el panuelo 

al cuello 

Me lo ato al cuello Vuelvo & at&rmelo al cuello 



Sow TO think: m Spanish. Ill 

Nos lo atamos al caello Yolvemos & at&moslo al 

cuello 

V. se lo ata al cuello V. vuelve & at^selo al 

cuello 

Yds. se lo atan al cuello Yds. vuelven & atfirselo al 

cuello 

Juan se lo ata al cuello Juan vuelve & at&rselo al 

cuello 

Los ninos se lo atan al cue- Los ninos vuelven & atfir- 
llo selo*al cuello 

6. Begin the same sentences with Quiero^queremoSj etc. 



THE CAT.— EL GATO. 

When you call the cat, say to yourself: 

Llamo el gato. 
which means : " I am calling the cat.'' 

Lift her up from the floor, saying : 

Lo cojo del suelo. 
which means : " I lift her up from the floor," (lit. him.) 

Take her on your lap, saying : 
Me lo pongo sobre las rodillas. 
which means : I take her on my lap," (lit. I put him to me 
on the Jcnees.) 

Stroke her back, saying : 
Lo acaricio. 
which means : " I stroke her," (lit. him.) 

Play with her, saying : 

Juego con 61. 
which means : *' I am playing with her," (lit. him.) 

Let her jump down, saying : 
Lo dejo saltar al suelo. 

which means : " I let her jump down," (lit. I let him jump 
to the floor.) 



112 HOW TO THINK IN SPANISH. 

Feed her, saying: 
Le doy de comer, 
which means : " I feed her," (lit. I give Urn to eat) 



PRACTICE. 

The plural of the first persons used in El Gato are : 
Uamamos, cogenios, ponemoSj acaridamos, jtigamoSj d^amoSy 
damos : what are the infinitives 1 

2. Say the sentences in all the persons of the present 
tense. 

3. Begin all the sentences with the useful word 
Pienso / intend, changing the verbs into infinitives 
according to the pattern : Pienso IJamar el gato. 

4. The infinitive of pienso is pensar. How would you 
say " Do you intend to . . . . ? '' and finish with the 
various preceding actions. — How would you say "We 
don't intend to ... . etc." ? 

THE DOG.— EL PERRO. 

When you are whistling for the dog, say to yourself: 
Llamo al perro or silbo al perro. 
which means : " I am whistling for the dog.'' 

Throw a ball, saying : 
Le echo una pelota. 
which means : " I throw him a ball." 

Make him fetch it, saying 
Le hago tra^rmela. 
which means : " I make him fetch it (to me.) " 

Tell him to fetch it, saying: 
Le digo que me la traiga. 
which means : " I tell him to fetch it," (lit. that he [should] 
fetch it to me.) 



HOW TO THINK IN SPANISH. 113 

Make him give a paw, or " shake hands," saying : 
Hago que me d6 la pata. 
which means : " I make him give a paw," (lit. I make that 
he give me the paw,) 

Tell him to stand on his hind feet, saying : 

Le digo que se tenga en pi6. 

which means : " I tell him to stand on his hind feet." (lit. 
that he hold himself 07i foot) 

Tell him to beg, saying : 
Le digo que pida. 

which means : " I tell him to beg," (lit. that he leg.) 

Put his collar around his neck, saying : 
Le pongo el collar, 
which means : " I put his collar around his neck," (lit I 
put to him the collar.) 

Take the chain in your hand, saying : 
Cojo la cadena. 
which means : " I take the chain (in my hand).'' 

Take the dog out walking, saying : 

Le llevo & paseo. 
which means : " I take him out for a waif 

Make him jump over your cane, saying : 
Le hago saltar por encima del bast6n. 
which means : " I make him jump over my cane,'' 

Let him run, saying : 
Lo Buelto. 
which means : ^^ I let him loose." 

PRACTICE. 

1. The infinitives are llamar, silhar, echar, hacer, decir, 
poner, coger, llevar, soltar. Say the sentences in all the 
persons of the present tense. 



114 HOW TO THINK IN SPANISH. 

2. Begin all the sentences with the useful expression 
Voy &, I am going to, changing the first persons into 
infinitives according to the pattern : Voy a llamar alperro. 

For the other persons of the verb ir see P. 103. How 
would you say: Are you going to call the dog ? They are 
not going to call the dog. We are going to call the dog. 
Say all the sentences in these three ways. 

Two Pronouns. 

When a verb has two objects, as in the sentence 

Ucho lapelota alperro, 

it is worth while to devote especial attention to the 
pronouns which may be substituted. To insure your 
thinking these little words and not merely translating 
them or saying them inattentively, go through the mo- 
tions of throwing an imaginary ball to an imaginary dog, 
pointing whith the other hand to the ball when you say 
lapelota or la and to the dog when you say alperro, le or 
se. In this way say deliberately: 

Echo la pelota al perro 
La echo al perro 
Le echo la pelota 

Next suppose there is more than one dog and say in 
the same way: 

Echo la pelota & los perros 
La echo & los perros 
Les echo la pelota 
Se la echo. 

Imagining more than one ball, say 

Echo las pelotas al perro 
Las echo al perro 
Le echo las pelotas 
Se las echo 



HOW TO THINK IN SPANISH. 115 

and also 

Echo las pelotas & los perros 
Las echo & los perros 
Les echo las pelotas 
Se las echo. 

In the same way use an imaginary bone ("el hueso) and 
bones (hs htiesosjf substitnting lo for Ja and los for las in 
the preceding sentences. 

The same pronouns are affixed to infinitives and 
require practice in that position also. When you have 
practiced the preceding sentences a number of times, you 
can combine infinitive practice with them, by dividing 
the time of the action. Just before each action say voy a 
with the infinitive, and during the action say the corres- 
sponding present tense as before; alternating for example: 

Voy & echar la pelota al perro — echo la pelota al perro 
^Voy 4 echarla al perro— la echo al perro — Voy & echarle 
la pelota — le echo la pelota — ^Voy & ech4rsela — se la echo. 

Do this with all the preceding sentences^ acting out 
each one. 



THE BOOK— EL LIBRO. 

Go to the book-case, saying : 
Voy al estante (de libros). 
which means : '^ I am going to the book-case,'^ 

Select a book, saying : 
Escojo un libro. 
which means : " I pick out (select or choose) a book.'' 

Take it out, saying: 
Lo saco. 
which means : " I take it out." 



116 HOW TO THINK IS SPANISH. 

Go to the window with it, saying : 

Me lo llevo & la ventana. 
which means : " I go to the window with it/' (lit. I carry 
me it to the mndow.) 

Sit down by the window, saying : 
Me siento cerca de la ventana. 
which means : " I sit down by the window." 

Lay the book on your knee, saying : 
Me pongo el libro sobre la rodilla. 
which means : " I lay the book on my knee/' (lit. I lay 
me the book on the knee,) 

Take your spectacles out of the case, saying : 
Saco los espejuelos del estuche. 
which means : " I take my spectacles out of the case.'' 

Wipe the glasses with your handkerchief, saying : 

Limpio los espejuelos con mi panuelo. 
which means: " I wipe the glasses with my handkerchief." 

Put your spectacles on, saying : 
Pongo los anteojos (or espejuelos). 
which means : " I put on the spectacles." 

Open the book, saying: 

Abro el libro. 
which means : " I open the book." 

Turn over the leaves, saying : 
Hojeo. 
which means : " I turn over the leaves." 

Look for a passage, saying : 
Busco un trozo. 
which means : " I am looking for a passage." 



HOW TO THINK IN SPANISH. 117 

When you have found it, say : 

Lo he encontrado (or hallado). 

which means : " I have found it." 

If you cannot And it, say: 

No lo puedo encontrar, or no puedo encon- 
trarlo. 
which means : " I cannot find it." 

Bead the book, saying • 

Leo el libro. 
which means : " I am reading the book." 

Skip a paragraph, saying : 
Salto un pdrrafo. 
which means: " I skip a paragraph." 

Shut the book, saying : 
Oierro el libro, 

which means : " I shut the book." 

Put it back in the book-case, saying : 
Lo vuelvo al estante. 
which means : ^' I put it back in the book-case." 

PRACTICE. 

1. Infinitives : Ir (see P. 103), escoger, sacar, Uevai; 
sentarse (to seat oneself), poner, limpiar, abrir, hojear, 
buscar, haber, poder, leer, saltar, cerrar, volver. 

Say the sentences in all the persons of the present tense. 
For the sake of variety say the second persons as questions. 

2. Begin all with No pnedo {I cannot). Pattern: 
No puedo ir al estante. Omit the 13*^. 

3. Begin them with i Puede V .... ? (Can you f) 

4. Alternate infinitive sentences beginning Voy d with 
the sentences as they stand, saying the former just before 



118 



HOW TO THINK IN SPANISH. 



and the latter during the action. Carefully think out the 
sentences : 

Voy Si Uevfirmelo & la ventana 

Me lo llevo & la ventana. 

Future Tense. 

The combination voy d with the infinitive expresses 
future actions and is very much used. There is however 
a regular future tense, also in common use, which we 
shall take up next. 

This tense was originally formed by adding to any 
infinitive, as for example sacary the verb Ae, hemoSy V. ha, 
Vd9, han, ellos Aan, ellas han. Thus were obtained the forms 

sacar he, sacar hemos, sacar ha, sacar han, 

or as they are now spelled 

sacar^, sacaremos, sacarfi, sacar&n. 

In the same way we obtain 

meters meteremos meter& meter&n 

sacudir6 sacudiremos sacudird sacudirfin 

and you can do the same with any infinitive in the 
language, if you can remember the peculiarities of the 
following 12 verbs, which are the only ones that present 
any irregularity. 



1. 


Caber. 


Cabr6 


cabremos 


oabr4 


cabran 


2. 


Haber. 


Habr6 


habremos 


habrd 


habr&n 


3. 


Qaerer. 


Querr6 


querremos 


querr& 


querrdn 


4. 


Poder. 


Poclr6 


podremos 


podrd 


podrAn 


5. 


Saber. 


Sabr6 


sabremos 


8abr& 


sabran 


6. 


Hacer. 


Har4 


haremos 


hard 


har&n 


7. 


Decir. 


DM 


diremos 


dirA 


dirdn 


8. 


Salir. 


Saldr4 


saldremos 


saldr4 


saldr&n 


9. 


Yaler. 


Yaldr6 


valdremos 


valdrA 


valdrdn 


10. 


Poner. 


Pondrd 


pondremos 


pondrA 


pondrdn 


11. 


Tener. 


Tendr6 


tendrcmos 


tendrd 


tendrdn 


12. 


Ycnir. 


V endr6 


vendremos 


vendrd 


vendrdu 



HOW TO THINK IN SPANISH. 119 

No. 1 means to he contained and No. 9 to he worth. The 
first seven are simply shortened {cahri for caher4 etc.) and 
the other five insert d. 

Exercises, 1. Turn to Ul Panuelo, P. 75, and change 
to the first person of the future tense. The first sentence 
will be 

Sacar6 mi panuelo de mi I shall take my handker- 
bolsillo. chief out of my pocket. 

You simply substitute the new verb-form for the old 
one. All the other words preserve the same relative 
position. 

2. Turn to El CortaplumaSj P. 76, and change to the 
first person plural of the future tense. The first sentence 
will be 

Sacar^mos nuestros corta- We shall take out our pen- 
plumas. knives. 

3. Turn to La Silla, P. 82, and say the sentences after 
the pattern 

jLevantard V. la silla del Will you (=are you going 
suelo 1 to) pick up the chair? 

4. Turn to Las Manos, P. 86, and imitate the pattern 

t No acercar&n Vds. las ma- Will you not (are you not 
nos? going to) bring your 

hands together? 

5. Turn to Una Hoja de Papel, P. 91, and imitate the 
pattern : Los ninos coger&n hojas de papel. 

The Mechanism of the future tense is exactly the same 
as for the present. Each person gives the same number 
of variations. Example : Coger6 el libro — lo coger6 — 
no coger6 el libro — no lo coger6 — ^ cogere el libro 1 — 
jlo cogere ? — (no cogere el libro t — j no lo coger6 ? 



120 



HOW TO THINK IN SPANISH. 



EXPRESSIONS OF FUTURE TIME. 



Learn the following sentences. 



Ir6 en segtiida. 

Ir6 inmediatamente. 

Pronto vendr6. 

La pradma vez no lo harS* 

Tin dia se arrepentirfi. 

En adelante tendr6 m4s cui- 
dado. 

Luego lo sabremos todo. 

Manana en 8 dias volver&n. 

Manana por la manana se lo 
enviar6 & Vd. 

Manana por la tarde iremos 
& paseo. 

Mafiana por la noche nos 
quedaremos en casa. 

Pasado manana estare en 
Sevilla. 

De hoy en 3 dias le pagar6 

De hoy en 8 dias podremos 
estar de vuelta. 

Lo liarfin el lunes que viene. 

Estar^ listo la semana que 
viene. 

Las elecciones tendr&n lu- 
gar el mes que viene. 

llrk V. & Espana el inviemo 
que viene ? 

El ano que viene daremos la 
vuelta al mnndo. 

En wta hora podre ayudarle 

9, Vt 



I will go directly. 

I will go immediately. 

He will come soon. 

Next time I'll not do it. 

Some day he will repent. 

In future (henceforth) I shall 
be more careful. 

Then we shall know it all. 

A week from to-morrow they 
will come back. 

To-motTow morning I will 
send it to you. 

To-morrow o/itemoem we shall 
take a walk. 

To-morrow evening (or night) 
we shall stay at home. 

The day after to-morrow I 
shall be in Seville. 

In 3 days I shall pay you. 

In a week w^a can (we shall 
be able to) be back. 

They will do it next Monday. 

I shall be ready next week. 

The elections will take place 
next month. 

Are you going to Spain 
next unnter f 

Nextyear we shall go around 
the world. 

In an hour I can (I shall be 
able to) help you. 



HOW TO THINK IN. SPANISH. 121 

En 5 minutos estaremos lis- In 5 minutes we shall be 
tos. ready. 

A las 6 le llamare d V. At 6 o'clock I shall call you. 

VendrA cuanto antes. He will come as soon as 

possible. 



WRITING.— ESCRIBIR. 

Take your pen in your hand, saying : 
Tome la pluma en la mano. 
which means : " I take my pen in my hand." 

Dip it in the ink, saying : 

La mojo en la tinta. 

which means : " I dip it in the ink." 
Fill it, saying : 

La Ueno. 

which means : " I am filling it." 

Hold it between the thumb and the middle finger, 
saying: 

La tengo entre el dedo pulgar y el de en miedio. 

which means: "I hold it between the thumb and the 
middle finger." 

Press on it with the first finger, saying : 
Apoyo el Indice. 
which means : " I press on it with the index finger." 

J Begin to write, saying : 

! Empiezo & escribir, or principio & escribir, or 

comienzo & escribir. 
which means : " I begin to write." 

Make a blot, and then say : 

He echado un borr6n. 
which means : " I have made a blot." 



122 HOW TO THINK IN SPANISH. 

Absorb it with blotting paper, saying : 

Lo seco con papel secante. 
which means : " I absorb it with blotting paper.'' 

Make a mistake, and say : 
Me he equivocado. 
which means: " I have made a mistake." 

Erase the word with your penknife, saying : 
Borro (or raspo) la palabra con mi corta- 
plumas. 
which means : " I am scratching out the word with my 
penknife." 

Continue to write, saying : 
Sigo escribiendo. 
which means : " I continue writing." 

Look over what you have written, saying : 
Vuelvo & leer lo que he escrito. 
which means : " I am looking over what I have written," 
(lit. I return to read that which I have written,) 

Correct it, saying: 

Lo corrijo. 
which means : " I am correcting it." 

Make a clean copy, saying : 

Lo pongo en limpio. 
which means : " I am making a clean copy." 

Stop writing, saying : 

Dejo de escribir. 
which means : " I stop writing." 

Wipe your pen, saying : 
Limpio la pluma. 
which means : " I wipe my pen." 

Lay it down, saying : 

La dejo sobre la mesa, 
which means : " I lay it down,* (lit. I leave it on the table,) 



HOW TO THINK m SPANISH. 123 

Take it out of the penholder, saying : 

La saco del portaplumas, 
which means : '* I take it out of the penholder/' 

Throw it away, saying : 

La tiro, 
which means : " I throw it away.'' 

PRACTICE. 

1. The infinitives are tomar, mojar, llenar, tener, 
apoyar, empezar, principiar, comenzar, haber, secar, bo- 
rrar, raspar, seguir, volver, corregir, poner, dejar, limpiar, 
sacar, tirar. 

Say the 3^ pers. sing, present, beginning mi 'abuelo 
(grandfather) toma la pluma en la mano. 

2. Alternate the future {mi abuelo tomard) with the 
sentences you have just said. In this and the following 
exercises omit the 7*^ and the 9*^. 

J Tomard V, la pluma en la mano 1 

4 Quiere V. tomar la pluma en la mano f 

The first question means : " Are you going to take 
etc. t " The second is a request : " Will you take etc. ? " 
or "Are you willing to take etc. ? " 

4. Alternate the two patterns 

Vamos & tomar la pluma en la mano 
Tomaremos la pluma en la mano. 

These two patterns have exactly the same meaning. 

5. Begin all the sentences with the useful word 
NecesitOi I need tOj according to the pattern 

Necesito tomar la pluma en la mano. 

The infinitive is necesitar. How would you say the sen- 
tences so as to begin with the phrase : " Don't they need 
to t " Also : "You don't need to (you need not) etc." 



124 now TO THINK IN SPANISH. 

WRITING A LETTER.— ESCRIBIR UNA CARTA. 

Sit down at your desk, saying : 
Me siento & mi escritorio. 
which means : '' I take a seat at my desk.'' 

Pull out the upper left hand drawer, saying: 
Saco el primer caj6ii de la izquierda. 
which means : '' I am pulling out the upper (most) left 
hand drawer.'' 

Take out some letter-paper, saying : 
Saco papel de cartas, 
which means : " I take out (some) letter-paper." 

Try your pen on a scrap of paper, saying : 
Pruebo la pluma sobre un pedazo de papel. 
which means 2 " I am trying my pen on a scrap of paper." 

Date the letter, saying : 
Pongo la fecha & la carta, 
which means : '* I date the letter." (lit. I put the date to 
the letter.) 

Begin it, saying : 

La empiezo, or la principio, or la comienzo. 

which means : " I begin it." 

Stop to think, saying : • 

Me paro para reflexionar. 
which means : '' I am stopping to think." 

Get up from the chair, saying : 
Me levanto de la silla. 
which means : '^ I get up from the chair. 

Walk up and down, saying : 

Doy vueltas por el cuarto. 
which means: "I am walking up and down the room,'' 
(lit. / give turns about the room.) 



HOW TO THIN^ m SPANISH. 125 

Sit down again, saying : 
Vuelvo & sentarme. 

which means : " I sit down again/' (lit. / return to seat 
myself.) 

Write rapidly, saying : 
Escribe con rapidez« 
which means : " I am writing rapidly/' (lit. tvith rapidity,) 

Finish the letter and say : 
He acabado la carta, 
which means : " I have finished the letter." 

Sign it, saying : 

La flrmo or le echo la flrma. 
which means : ^' I am signing it or I apply to it the sig- 
nature." 

When you have written a letter to a firm, say, for 
example : 

He escrito iina carta & los Srs. (sefiores) A. 
y Ola. (compafiia). 
which means: "I have written a letter to Messrs. A. & Co." 

Blot it off, saying : 
La seco. 

which means : " I am blotting it off." 

Wait till it is dry, saying : 

Espero & que se seque. 

which means : " I am waiting till it is dry," (lit. till it dry 
itself.) 

Bead it over, saying : 
Vuelvo & leerla. 
which means : " I read it over.^ 

Cross out a word, saying : 
Tacho una palabra. 
which means : " I cross out a word." 



120 HOW TO l^HINK IN SPANISH. 

Supply an omission, saying : 

Intercalo una palabra. 

which means : " I insert a word.'' ' 

Fold up the letter, saying : 
Pliego la carta, 
which means : " I fold up the letter.'' 

Put it in an envelope, saying : 
La meto en un sobre. 
which means : "I put it in an envelope." 

Seal it, saying : 
La cierro. 
which means : " I seal it." 

Write the address on it, saying : 
Le pongo el sobre or el sobrescrito. 
which means : *' I write the address on it." 

Put a stamp on it, saying : 

Le pongo el sello. 
which means : " I put on a postage-stamp." 

Carry it to the corner, saying : 
La llevo & la esquina. 
which means : " I carry it to the corner." 

Stop before the letter-box, saying : 

Me paro delante del buz6n. 
which means : " I stop before the letter-box." 

Lift up the lid, saying : 
Levanto la tapa. 
which means : " I lift up the lid." 

Throw the letter in, saying : 
Echo la carta, 
which means : " I throw the letter in." 

Drop it in, saying : 
La meto adentro. 
which means : " I drop it in," (lit. I put it mthin,) 



HOW TO THINK IN SPANISH. 127 

PRACTICE. 

- 1. Infinitives : — Sentarse, probar, einpezar, princi- 
piar, comenzar, pararse, levantarse, dar, escribir, flrmar, 
secar, esperar, tachar, intercalar, plegar. 

Alternate the three patterns 

Nos sentaremos & nuestro escritorio, 

Nos sentamos fi nuestro escritorio, 

Acabamos de sentarnos & nuestro escritorio. The 
last one means : ^^We have just seated ourselves at our 
desk.'' 

Omit the 12*^ and the 14*^ in these exercices. 

2. Begin all the sentences with the useful expression 
Hay que, it is necessary, accordiug to the pattern 

Hay que sentarse al escri- Itisnecessary to (onemust) 
torio sit down at the desk, 

which may fnean, according to circumstances : — "I must 
sit down at the desk, " or " you must sit down at your 
desk" etc. 

Change me to se and mi to the article el, la, los, las. 

3. When you mean to be more definite as to who 
must, use tengo que I must or I have to, and the other 
parts of tener with que. Imitate the pattern 

Tendrfi V. que sentarse & su Tou will have to sit down 
escritorio. at your desk. 

4. Begin with debo, I ought to, following the pattern 

Debo sentarme k mi escritorio. 

The infinitive is deher. How would you begin the same 
sentences with : " Ought we not to .... ? 

IMPERATIVE. 
When studying the present tense, you were cautioned 
to be accurate in giving the verbs their proper termina- 
tions. You will presently begin to appreciate the reason 
for this caution. 



128 HOW TO THINK IN SPANISH. 

The endings in the second person of the present tense 

were 

^ (saltar) (meter) (sacudir) 

V. salta mete sacude 

Yds. saltan meten sacuden. 

If now you change the vowels of the termination and 
say 

J salte V. I J meta V. ! j sacuda V. ! 

I salten Vds. ! j metan Vds. j | sacudan Vds. ! 

you obtain the imperatives jwmp/ put! shake ! 

In other words, infinitives in ar have imperatives in e, 
en, while the others have imperatives in a, an. Add these 
endings to thQ^i&moit\iQ first person singular i 

First Person, 
Pongo. nigo, Veo. Cierro. Vaelvo. Salgo. 

Imperative, 

PongaV. DigaV. VeaV. CierreV. VuelvaV. Saiga V. 

Pongan Vda. Digan Vda. Vean Vda. Cierren Vdg. Vuelvan Vds. Salgan Vds. 

There are only five exceptions to learn: 

Infinitive Estar Ser Dar Ir Saber 

First Pers. estoy soy doy voy 86 

Imperative est4 V. sea V. d6 V. vaya V. sepa V. 

est^n Vds. sean Vds. den Vds. vayan Vds. sepan Vds. 

Turn back once more to La Mano, and tell some one 
to perform the actions ; thus : 

Salude V. con la mano, levante V. la mano, tenga V. 
la mano en el aire, alargue V. la mano derecha, cierre V. 
la mano izquierda. 

Speaking to more than one person, say : 
Saluden Vds. con la mano, levanten Vds. la mano, etc. 
Mechanism of the Imperative, Learn the following 
sentences carefully as patterns : 

Cierre V. la mano. Shut your hand. 

Ci^rrela V. Shut it. 



HOW TO THINK IN SPANISH. 



129 



No derre V. la mano. 
No la cierre V. 
Cierre V. las manos. 
Ci^rrelas V. 
No cierre V. las manos. 
No las cierre V. 



Don't shut yonr hand. 

Don't shut it. 

Shut your hands. 

Shut them. 

Don't shut your hands. 

Don't shut them. 



In the negative command, the pronouns OQCupy the 
usual place before the verb j but in the affirmative, they 
are affixed. Make 8 similar sentences beginning 

Abra V. el cortaplumas Open your penknife. 

Practice also, carefully thinMng the pronouns : 



Eche V. el hueso al perro 

Scheie V. el hueso 

no le eche V. el hueso 

6cheselo V. 

no se lo eche V. 

Lleve Y. esta caja k mi tio 

116vesela V. 

no se la lleve V. 

Deme V. esa pluma. 

d^mela V. 

no me la d6 V. 

Tr&iganos V. ese libro 

trfiiganoslo V. 

no nos lo traiga V. 

Exercise. 1. Turn to El GajSn, P. 88, and say the 
sentences in the imperative, beginning : — Saque V. su 
Have de su bolsillo. 

2. Turn to Una Hoja de Papel, P. 91, and follow the 
pattern : No coja V. una hoja de papel. 

3. Un Ida, P. 97. Pattern : Cojan Yds. un pliego de 
papel de envolver. Omit the first two. 



Throw the bone to the dog 

throw the bone to him 

don't throw the bone to him 

throw it to him 

don't throw it to him. 

Take (carry) this box to my 
uncle. 

take it to him 

don't take it to him. 

Give me that pen 

give it to me 

don't give it to me. 

Bring us that book 

bring it to us 

don't bring it to us. 



130 HOW TO THINK IN SPANISH. 

4. La Puerta, P. 104. Pattern : No se levanten Vds. 
de las sillas. Omit the first. 

5. M OatOf P. 111. Alternate : Llame V. el gate and 
No llame V. el gate. 

REQUESTS. 

The following sentences illustrate the usual formulas 
for a polite request : 

1. Sirvase V. venir ac& > _, 

2. Sirvanse Vds. venir ac& ) ^^^^^ ^^"'^ ^^^^ 

3. Hfi^ame V. el favor de^ 

venir acd I Dq me the favor to come 

4. H&ganme Vds. el favor [ here 
de venir ac& J 

5. Tenga V. la bondad de^ 

venir ac& ( Have the kindness to come 

6. Tengan Vds. la bondad f here, 
de venir ac6. J 

These sentences will serve as patterns in which any- 
other infinitive phrase may be substituted for venir acd. 

By placing no just before venir j you obtain the nega- 
tive " Please don't come here." 

Exercises. Imitate the preceding patterns as follows : 

No. 1 in El Cajon (Sirvase V. sacar su Have etc.). 
No. 2 in Una Hoja de Papel (Sirvanse Vds. coger etc.). 
No. 3 in Un Lio (Hagame V. el favor de coger etc.). 

No. 4 in La Puerta (H4ganme Vds. el favor de levan- 
tarse etc.). 

No. 5 in El Oato (Tenga V. la bondad de Uamar etc.). 

No. 6 in El Libro, P. 115, (Tengan Vds. la bondad de 
ir al estante). Omit the 13^** and 14*^. . 



HOW TO THINK IN SPANISH. 131 

m THE MORNING.— POE LA MANANA. 

When you open your eyes, say : 
Abro los ojos. 
whicli means : " I open my eyes.'' 

On waking up at 6 o'clock, for example, say : 
Me he despertado & las seis. 
which means : " I have waked up at 6 o'clock." 

Pull out your watch from under your pillow, saying: 
Saco mi reloj de debajo de la almohada. 
which means : " I pull my watch from under the pillow." 

See if it is ^ime to get up, saying : 
Veo si es hora de levantarse. 
which means : '^ I am looking to see whether it is time to 
get up." 

See if it is time for you to get up, saying : 
Veo si es hora de levantarme. 
which means : " I see if it is time for me to get up." 

Stay in bed a little longer, and say : 
Me quedo en la cama un poco m&s tiempo. 
which means : " I stay in bed a little longer," (lit. little 
more time,) 

When you think of getting up, say : 

Estoy pensando en levantarme. 
which means : " I am thinking of getting up." 

Rub your eyes, saying : 

Me restriego los ojos, or me froto los ojos. 

which means : " I rub my eyes." 

Stretch yourself, saying : 
Me desperezo. 
which means : " I stretch myself." 

Sit up in bed, saying : 
Me incorporo. 
which means : " I raise myself to a sitting posture." 



132 HOW TO THINK IN SPANISH. 

Throw back tlie covers and get up, saying : 
Echo atr&s las s&banas y me levanto. 
which means : " I throw back the covers and get up.'' 

Go to the wash-stand, saying : 
Voy al lavabo. 
which means : " I go to the wash-stand." 

Pour water out of the pitcher into the basin, saying ; 
Echo agua do la jarra en la jofaina. 
which means : " I am pouring water out of the pitcher 
into the basin/' 

Wash your face, saying : 

Me lavo la cara. 
which means : " I wash my face." 

Take a bath, saying : 

Tomo un ba&o. 
which means : " I take a bath." 

Turn on the water, saying : 

Abro la 11a ve de agua. 
which means : " I turn (or open) the faucet {or stop-cock.)" 

Let the water run until the bath-tub is half full, 
saying : 

Dejo correr el agua hasta que el bailo est6 
medio Ueno. 
which means : " I let the water run until the bath-tub is 
half full." 
Get in, saying : 
Entro. 
which means : " I get in." 

Bathe, saying : 
Me bafio. 
which means : " I bathe (myself.)" 
Dry yourself with a towel, saying : 

Me eojugo con una toalla. 
which means : " I dry myself with a towel." 



HOW TO THINK IN SPANISH. 133 

Dress yourself , saying : 

Me visto. 

which means : ^ I dress myself." 

Look at yourself in the looking glass, saying: 

Me miro en el espejo. 
which means : ^^I look at myself in the looking glass/ 

Comb your hair, saying: 

Me peine. 

which means : " I comb my hair/' 

Make a part (or parting), saying : 

Me hsigo la raya. 

which means : ^' I make a part." 
Brush your hair, saying: 

Me acepillo el pelo, or el cabello. 
which means: " I brush my hair." 

Shave yourself, saying : 

' Me afeito. 

which means : " I shave myself." 

Lather your face with the brush, sajdng : 
Me eDJabono la cara con la brocha de afeitar. 
which means : " I lather my face with the brush." 

; Take your razor from its case, saying : 

Saco mi navaja de afeitar de su estuche. 
which means : '' I take my razor out of its case." 

Strop it on the strop, saying : 
La afllo sobre la correa or sobre el cuero. 
which means : " I strop it on the strop." 

Use it, saying: 

La USD. 

which means : " I am using it." 

Wipe it off, saying : 
La limpio. 
which means : " I wipe it off." 



134 HOW TO THINK IN SPANISH. 

Put it away, saying : 
La pongo en su sitio. 
which means : " I put it away," (lit. in its place.) 

Clean your finger nails, saying: j 

Me limpio las unas. 
which means : " I am cleaning my finger nails.* 

Cut them, saying : 
Me las corto. 
which means : " I cut them." 

PRACTICE. 

1. New Infinitives : — quedarse, desperezarse, incor- 
porarse, lavarse, entrar, banarse, enjugarse, vestirse, 
inirarse, peinarse, acepillar, afeitarse, enjabonarse, usar, 
limpiar. 

Say the sentences in the second person singular of the 
present tense, putting V. after the verb; as Abre V. los 
cjos, you open your eyes. Omit the second and the 
seventh sentence in this and the following exercises. 

2. Say the sentences in the imperative. Pattern: 
Abra V. los qjos, open your eyes. 

3. Say the first 15 sentences beginning with the useful 
expression Trate V. de, try. Pattern : Trate V. de dbrir 
los cjoSf try and open (try to open) your eyes. 

4. Say the rest of the sentences beginning with the 
useful expression Estoy para, I am aibout to. Pattern : 
Ustoy para entrar , I am about to get in. 

5. Begin a dozen or more of the sentences with 
Acabo de, I have just; as, Acabo de dbrir los ojos, I have 
just opened my eyes. 

PERFECT TENSE. 

We have had the following examples of the perfect 
tense. 



HOW TO THINK IN SPANISH. 



135 



Se volcado la silla. 

Lo he encontrado. 

Lo he hallado. 

He echado un borr6n. 

Me he equivocado. 

Vuelvo d leer lo que he escrito. 

He acdbado la carta. 

He escrito una carta d los Srs. A. 7 Cia. 

Me he despertado & las seis. 

These examples show that the perfect tense is compo- 
sed of he, I have, (the present of the auxiliary verb haber)^ 
and another verb-form. The latter is called the past par- 
ticiple. 

With the exception of about a dozen verbs and their 
compounds, you can derive all past participles from the 
infinitive; thus, 

Infinitives volcar meter sacudir 

Past Participles volcado metido sacudido 

The ending ar changes to ado, and er and ir to ido. 

Conversely, if you know any participle ending in ado 
you can derive the infinitive ; but when you meet one in 
ido, you must wait for further information. 

The exceptions allnded to are 



Abrir 


to open 


abierto 




opened 


cubrir 


to cover 


cnbierto 




covered 


morir 


to die 


mnerto 




died 


hacer 


to make or do 


hecbo 




made, done 


decir 


to say 


dicho 




said 


poner 


to put 


puesto 




put 


ver 


to see 


visto 




seen 


volver 


to tnm 


vnelto 




tnmed 


disolver 


to dissolve 


disnelto 




dissolved 


imprimir 


to print 


impreso 




printed 


romper 


to break 


roto (rompido) 


broken 


freir 


to fry 


frito (freido) 


fried. 


§scribjr 


to writg 


escrito 




written. 



136 HOW TO THIKK m BBAmm. 

Turn to M Panuelo^ P. 75, perform the action and 
then say: — He sacado mi pannelo dB mi bolsillo, he deja- 
do caer mi panuelo al suelo, me he agachado, me he incli- 
nado, he recogido mi panuelo, me he atado el panuelo al 
cuello, lo he desatado, lo he sacudido, he metido mi 
panuelo en el bolsillo. 

Observe that the new compound 'verb-form occupies 
the same place as the original simple one: 

me agacho lo desato 

me he agachado lo he desatado. 

This gives you the key to the "Mechanism'^ of the 
perfect tense. The two parts (he agachado) are treated 
as though they were one word. Nothing is inserted 
between them. The same is true of the other persons : 

He volcado, hemos volcado, V. ha volcado, Vds. han 
volcado, Juan ha volcado, los ninos han volcado. 

Mechanism of the Perfect Tense, It will suffice to shew 
the variations of one person. Learn them as patterns. 

Juan ha volcado la silla John has upset the ohair 

Juan la ha volcado John has upset it 

Juan no ha volcado la silla John has not upset the^^hak 

Juan no la ha volcado John has not upset it 

iHa volcado Juan la silla f ) _ _. , , ,, ^ . ^ 

iJuan ha volcado la siUat i ^as John upset the ohairt 

I La ha volcado Juan 1 Has John upset it ? 

^No ha volcado Juan la^ 

silla? I Has n't John upset the 

i Juan -no ha volcado la f chairf 
sillat J 

iNolaha volcado Juan* ) __ ,^ _ _ ^ .^. 

[juannolahavolcadof i Has n't John upset itT 

Say the same sentences with V. In each Qase put F« 
in the place of Juan. 



 1 



HOW TO THINK IN SPANISH. 137 

Exercises. 1. Turn to El CortaplumaSj P. 76, perform 
the actions indicated and say the appropriate sentence in 

the perfect tense after each one, beginning with : — He 
sacado mi cortaplumas. 

2. Turn to La SiUa, P. 82, and say the sentences as 
questions according to the pattern: — ^ Hemes levantado 
las sillas del suelof 

3. Turn to El Cajonj P. 88, and imitate : — 4 Ha saca- 
do V. su Have de su bolsillo ! 

4. Turn to El LihrOj P. 115, and imitate : 4 No han ido 
los estudiantes {stvdents) al estantet 

Learn the following additional patterns for the use of 
pronouns in the perfect tense. 

i No le ha enviado & V. mi Has not my father sent you 
padre el libro! the book T 

I No se lo ha enviado mi pa- Did n't my father send it to 
dret yout 

No me lo ha enviado He has not sent it to me. 

No nos lo ha enviado He has not sent it to us. 

Change these sentences to correspond to libros instead 
of libro; to caja; to cajas; to d Yds. instead of d V.; to 
mis amigos instead of mi padre. 

EXPRESSIONS OP TIME USED WITH THE 

PERFECT TENSE, 

Learn the following sentences. 

ii^ora (or ya) he acabado mi Now I have finished my 
tarea. task. 

Esta vez lo han cogido. This time they have caught 

him. 

Hoy no lo hemes visto. To-day we have not seen 

him. 

Esta manana me he levan- This morning I have risen 
tado tarde late. 



138 HOW TO THINK IN SPANISH. 

Esta tarde han escrito mu- This afternoon they have 
chas cartas. written many letters. 

jAdonde han ido esta no- Where have they gone this 
che f evening (or to-night) f 

^Donde ha estado V. esta Where have you been this 
semana f week f 

Este mes ha Uovido mucho. It has rained much this 

month. 

Este verano no hemos via- This summer we have not 
jado. travelled. 

Este ano no han venido. They have not come this 

year. 

En mi vida he visto cosa Never in my life have I seen 
semejante. such a thing. 

The first two examples are illustrations of speaking 
just after actions; but the others all contain expressions 
whose peculiarity is, that the period of time in which the 
action ocurred is still unfinished and therefore present at 
the time of speaking. 

When the time does not extend into the present, 
(yesterday y last we-ek), the perfect tense cannot be used. 
The proper tense {pretirito histdrico) will be explained 
farther on. 

Make yourself familiar with the preceding sentences. 

Caution. When an action begun in the past extends 
into the present time, such as "I have waited here for an 
hour," which implies " I am still waiting," the present 
tense is used in Spanish : — Hace una hora que espero aqulj 
lit. It makes an hour that I am waiting here. Hace quince 
dias que no le veo, I have not seen him for a fortnight. 

AT A MEAL.— DURANTE LA COMIDA. 

When you sit down to the table, say : 
Me siento & la mesa, 
which means : " I sit down to the table.*' 



HOW TO THINK IN SPANISH. 139 

On moving up your chair, say : 
Me acerco & la mesa, 
which means : " I move up my chair," (lit. I approach 
myself.) 

When you are going to ask a blessing, say: 
Ahora pedir6 la beiidici6n. 
which means : '^ I shall now ask a blessing.'^ 

Unfold your napkin, saying : 
Despliego or abro mi servilleta. 
which means : " I unfold my napkin." 

Put it on your lap, saying : 

Me la pongo sobre las rodillas. 

which means : " I put {or lay) it on my lap." 

Cut off a piece of meat with the knife, saying : 
Corto un pedazo de caiiie con el cuchillo. 
which means : " I cut off a piece of meat with the knife.'' 

Carry it to your fiiouth with the fork, saying : 
Me lo llevo & la boca con el tenedor. 

which means : " I carry it to my mouth with the fork." 

When you have chewed and swallowed it, say: 
Lo he mascado 7 tragado. 
which means : "I have chewed and swallowed it." 

Butter your bread, saying: 
Unto mi pan con manteqiiilla. 
which means : " I butter my bread," (lit. I spread my 
bread mth hitter,) 

When you have bitten oflf a piece and eaten it, say : 
He mordido un pedazo y me lo he comido. 
which means : " I have bitten oflf a piece and eaten it." 

Pour some cream from the cream-pitcher into your 

coffee, saying : 
Echo crema del iarro en mi caf§. 



140 HOW TO THINK IN SPANISH. 

which means: "I pour some cream from the cream- 
pitcher into my coffee/' 

Put a lump of sugar in it from the sugar-bowl, 
saying : 

Le echo un terr6n de azAcar del azucarero. 
which means : " I put a lump of sugar in it from the 
sugar-bowl.'' 

Stir it with a tea-spoon^ saying : 
Le doy vueltas con la cucharilla. 
which means : " I stir it with a tea-spoon," (lit. I give it 
turns.) 

Taste a spoonf ul^ if it is too hot, saying : 
Pruebo una cucharada para ver si est& muy 
caliente. 
which means : " I taste a spoonful to see whether it is 
too hot." 

While you are waiting for it to cool off, say : 
AguardarS & que se enfrie. 
which means : " I will wait till it cools off." 

Taste if it is sweet enough, saying: 
Lo pruebo para ver si estd b£istante dulce. 
which means: ^'I taste it to see whether it is sweet 
enough." 

Take another lump of sugar, saying : 
Tomo otro terr6n de aziicar. 
which means . " I take another lump of sugar.'^ 

When you have finished your cup, say : 

He tornado una taza de caf<§. 

which means : " I have taken a cup of coffee." 

When you have passed the salt to your neighbor, say: 
He pasado la sal d mi vecino. 
which means : " I have passed the salt to my neighbor " 
(if a gentleman). 



HOW TO TEmK IN 6PA19ISH. 141 

Sprinkle some salt on your meat, saying : 
Echo sal & mi came, 
which means : '^ I am sprinkling some salt on my meat.'' 

Peel an apple and cut it in two, saying : 
Pelo una manzana y la corto en dos. 
which means: " I peel an apple and cnt it in two." 

Offer one half to yonr neighbor, and then say : 
ip.e ofrecido la mitad & mi vecina. 
which means : " I have offered one half to my neighbor '^ 
(if a lady). 

Dip yonr fingers in the finger-bowl, saying : 
Mojo los dedos en el enjuage (el lavadedos). 
which means : " I dip my fingers in the finger-bowL" 

Wipe your mouth with the napkin, saying : 
Me limpio la boca con la serviUeta. 
which means : '' I wipe my mouth with the napkin.'^ 

Fold it up and put it in the ring, saying: 
La doblo 7 la pongo en la anilla. 

which meantsfr: ^^ I fold it up and put it in the ring.^ 
Move back your chair, saying : 
Aparto la silla or me aparto de la mesa, 
which means : " I move back my chair.'' 

Get up from the table, saying 
Me levanto de la mesa, 
which means : ** I get up from the table.'' 

PRACTICE. 

1. Kew Infinitives. Sentarse, acercarse, pedir, mascar, 
tragar, untar, morder, (Present : muerdo), comer, probar, 
aguardar, pasar, pelar, ofrecer, (Present: ofrezco), mojar, 
apartar. 

Alternate the first persons singular of the future 
tense, the present tense, and the perfect tense. Say, for 
example, 



142 HOW TO THINK IN SPANISH 

Before the action Me sentarS & la mesa, 

While performing the action Me siento & la mesa. 
After the action Me he sentado & la mesa. 

Do this with each sentence. Omit the 15**». 

2. Do the same in the first person plural : Nos senta- 
remos k la mesa — nos sentamos & la mesa — nos hemos 
sentado & la mesa. 

3. Say the sentences in the imperative. Pattern: 
Si6ntense Vds. & la mesa. No se sienten Vds. & la mesa. 

4. Begin each sentence with the nsefnl word Qm- 
siera, I should like to. Pattern: . Quisiera sentarme d 
la mesa, I should like to sit down to the table. 

5. Begin the first 15 sentences with the useful ex- 
pression Tengo ganas de, I feel like (I have a mind to). 
Pattern : Tengo ganas de sentarme d la mesa, I feel like 
sitting down to the table. 

Begin the rest with ^ Tiene V. ganas de. ...f Do you 
feel like ? 

THE RESULTS OF ACTIONS. 

The result of the action "I have upset the chair" is 
"The chair is upset." In Spanish such results are 
expressed as follows. 

He volcado la silla La silla est& volcada 

V. ha volcado el tintero (inTc- El tintero est& volcado 
stand) 

Han escrito las cartas Las cartas est&n escritas 

La modista ha hecho los ves- Los vestidos est&n hechos. 
tidos. 

The last three mean: The inkstand is upset, the 
letters are written, the dresses are made (done). 

Observe that the verb estar is used with the participle 
and that the endings of the participle vary. 



How 1?0 TttlNK W SI>aN1SH. 143 

Learn the following 

Los vestidos no est&n he- The dresses are not made 
chos (done) 

J Est&n hechos los vestidos 1 ^ 
or > Are the dresses madet 

I Los vestidos est&n hechos^ ) 

i No est&n hechos los vesti-") 
dos? or 



_Ue not dresses madet 



4 Los vestidos no est&n he 
chos t J 

Learn the following results of the actions of reflexive 

verbs. 

Me he equivocado. — Result: Ustoy equivocadoy I am 

mistaken. A woman or a girl should say Estoy equivo- 

cada. 
Nos hemos vestido, — Result : Estamos vestidos or vestidas, 

we are dressed. 

iSe ha levantado V,f — Result: iEstd V. levantadof 
Are you up T To a woman or a girl you should say i Estd 
V. levantada t 

iSe han acostado Yds f — Result: iEstdn Vds. acostados 

(or speaking to women or girls acostados) f Are you in 

bed? 

Jtmn se ha despertado. — Result: Juan estd despertado, 

John is awake. 

Ana se ha despertado, — Result : Ana estd despertada. 

La vela se ha apagado. — Result: La vela estd apagada^ 
the candle is out. 

Los muchachos se hdn escondido, — Result : Los muchor 
chos estdn escondidos, the boys are hidden (hiding). 

Las mtichachas se han escondido. — Result: Las mucha- 
chas estdn escondidas. 

Learn also the following results of actions on persons. 

Me ha enganado (deceived) Estoyenganadoorenganada 

Nos han satisfecho (satis- Estamos satisfechos or s&r 
fled) tisfechas 



144 flow TO THINK IN SPANISH. 

4 Le han herido & V.f ( woun- j Est& V. herido ! 
ded) 

4 La han herido & V. 4 Est& V. herida! 

jLes ha nsustado & Vds.f ^Est&n Vds. asustadosf or 
(frightened) asustadas 

Le ha muerto & Diego (kill- Diego estfi muerto. 

ed). SeeAppendix,Note7. 
La han preso & Carmen Carmen esta presa. 

(arrested) 

Les ha castigado & mis pri- Mis primos estdn castigadoa 
mos (punished) 

Les han enterado & mis pri- Mis primas est&n enteradas. 
mas (informed). 

The sentences in the second column mean: — I am 
deceived, we are satisfied, are you wounded? are you (pi.) 
frightened? Diego is dead. Carmen is arrested. My 
cousins (masc.) are punished. My cousins (fern.) are 
informed. 

Exercise, Convert the sentences of Escribir, P. 121, 
Escribir una Carta, P. 124, and Por la manatia, P. 131, 
into the perfect tense and give the result of such actions 
as admrt of it. 

THE PASSIVE VOICE. 

In all the preceding sentences that contain part& of 
the verb esfar, attention is called to the state of the subject 
resulting from an action, and not to the action itself. 
None of these sentences are in the passive voice. 

- In the passive voice attention is called to the actimi of 
which the subject of the sentence is the object; as for 
example: 

La silla ha sido volcada The chair has been upset 

Las cartas han sido escritas The letters have been writ- 
ten 

He sido enganado (enga- I have been deceived 
nada) 



HOW TO THINK IN SPANISH. 14? 

Hemos side asnstados (asus- We have been frightened, 
tadas). 

Snch sentences may be continned by stating by whom 
or what the action is performed. 

Los vestidos han sido he The dresses have been made 
chos por la modista by the dressmaker. 

Mis primos han sido casti- My cousins have been pu- 
gados por su padre. nished by their father. 

The preceding verb form, which is called the perfect 
tense of the passive voice, is composed of he, hemos, V, ha, 
Yds, han, {I ha, eJlos han, the past participle sido of the 
verb ser, to be, and the past participle of the principal 
verb. The latter undergoes changes of ending. 

The other tenses of the passive voice are also formed 
by the aid of the verb ser and past participles. 

El arco-iris es causado por la The rainbow is catised by the 
refracci6n de los rayos so- refraction of the solar 
lares en las gotas de iluvia. rays in the rain-drops. 

I Seremos bien redbidos f Shall we be well received t 



The passive voice is comparatively rare in Spanish, 
BO rare indeed that beginners are advised not to use it 
nntil they have heard and read a good deal of Spanish. 
The following are the usual Spanish ways of avoiding 
the passive voice. 

PASSIVE. SUBSTITUTE. 

1. 

America was discovered by Columbus discovered Ame- 
Columbus rica. 

She was seriously wounded. She received serious wounds. 

2. 

He was accused of treason TAeyaccusedhimof treason. 
I am waked regularly at 6. They wake me regularly at 6, 



146 HOW TO THINK IN SPANISH. 



Air is composed of two Air composes itself of two 
gases gases. 

How is that done? How does that do itself? 

That is easily remedied That can remedy itself 

easily. 

These chemicals are used in These chemicals use them- 
photography selves in photography. 

This tool is a called a gouge This tool callsitself agougiB. 

These fans are moved by These fans move themselves 
electricity by electricity. 

This work was formerly This work formerly did 
done by boys. itself by boys. 

The first way consist simply in finding some active 
equivalent; the second, in using the impersonal " they'' 
which does not refer to any definite person ; and the third 
and most important, in changing the passive into a 
reflexive verb. 

The impersonal " you/' as in " How do you do that ? " 
is not used in Spanish. 4 Como hace V, e$o t means : How 
do you (the person to whom I am speaking) do that? The 
impersonal way "How do you do that?" which meins 
" How does anybody do that ? '? or " How is that done ? " 
is 4 Como se hace eso ? 

The reflexive form is a very useful device for express- 
ing actions without mentioning who or what does them. 
For example 

J C6mo se hace un lio ? How do you do up a pack- 

age? 

Se coge un pliego de papel de envolver, se despliega el 
papel, se pone el paquete encima del papel, se corta una 
tira con las tijeras, se envuelve el paquete, se ata el 
paquete con cordelillo, se hace un nudo, se cortan las 
puntas del cordelillo, se escriben las senas spbre el lio. 



HOW TO THINK IN SPANISH. 147 

Think simply of the actions when you say se coge, se 
despliegaj etc. 

When the objects of these actions are expressed by 
pronouns, the latter occupy the usual place after se. 

Before substituting pronouns, learn the useful intro- 
ductory words 

Primero first en seguida next 
luego then despuSs afterwards 

par Ultimo finally. 

Carefully think out your pronouns as objects of the 
actions in the following sentences. 

Primero se coge un pliego de papel de envolver, luego 
se lo despliega, en seguida se le pone el paquete encima, 
despues se le corta una tira con las tijeras, luego se en- 
vuelve el paquete, en seguida se lo ata con cordelillo, 
despues se le.cortan las puntas y por ultimo se escriben 
las senas sobre el lio. 

Answer the following questions : 

1. ^C6mo se escribe una carta! P. 124. Omit the 
sentences containing verbs which are already, reflexive 
and omit the possessive pronouns in order to avoid 
suggesting any definite person. Use ely la, los, las instead. 

2. I Qu6 se hace por la manana t P. 131. 



AN EVENING ENTERTAINMENT. UNA TERTULIA. 

Imagine yourself present at an evening entertainment, 
and making the following observations. 

Tocan or Se toca la campanula^ 
which means : " The bell is (being) rung." 

Levantan or Se levanta el tel6n, 
which means : '^ The curtain is being raised.^' 



148 HOW TO THIN« IN SpA^^ISH. 

Se pronuucia un discureo, 

which means : " A speech is being made." 

Abren or Se abre A piano, 
which means : " The piano is being opened." 
Se toca una sonata, 

wiiich means : A sonata is being played." 
Declaman or Se declaman poemas, 

which means : Poems are being declaimed." 
Se canta una canci6n, 

which means : " A song is being sung." 

Bajan or Se baja el tel6n, 
which means : " The curtain is being let down." 

Pasan or Se pasan refrescos, 
which means : " Refreshments are being handed round.'' 

PRACTICE. 

• 

1. Change into the future tense. The first sentence 
will be Tocardn la campanula or Se tocard la campanula. 

2. Use va a and van d. The first sentence will be 
Van d tocar la campanula or 8e va d tocar la campanula, 
They are going to ring the bell, or the bell is going to be 
rung. 

3. Change to the perfect tense ^ as San iocado or 8e 
ha tocado la campanula, 

IN THE STREET.— EN LA CALLS. 

When you start for home, say to yourself: 
Me voy & casa ahora. 
which means : " I am going home now.'' 

On going up Broadway, say : 
Subo por Broadway, 
which means : " I am going up Broadway." 



HOW TO THINK IN SPANISH. 149 

On going down Fifth Avenue, say : 
Bajo per la Quinta Avenida. 
which means : " I am going down Fifth Avenue.'' 

If you have forgotten something, say : 
Se me ha olvidado algo; volver6 per ello. 
which means : " I have forgotten something ; I will go 
back and get it/' (lit. something has forgotten itself to me.) 

On walking past the Post Office, say : 
Estoy pasando per en frente del correo. 
which means : " I am walking past the Post Office." 

When you turn to the right, say : 
Doy vuelta & la derecha. 
which means : " I turn to the right.'' 

When you turn to the left, say : 
Me dirijo & la izquierda. 
which means : " I turn to the left," (lit I direct myself.) 

When you turn a corner, say : 
Doblo una esquina. 
which means : " I turn a corner.^ 

When you go across the street, say: 
Atravieso la calle. 
which means : " I go across the street." 

When you walk along the street, say : 
Ando per la calle. 
which means: " I am walking along the street." 

When you stop before a shop window, say : 
Me pare en frente de un escaparate. 
which means : " I stop before a shop window." 

When you look at the things, say : 
Estoy mirando los objetos. 
which means: " I am looking at the things." 



150 HOW TO THINK IN SPANISH. 

When you stop at a crossing, say : 
Me paro al Uegar al cruzado. 
which means : " I am stopping on arriving at the crossing.". 

While you are waiting for a wagon to pass, say : ^ 

Aguardo & que pase este carro. 
which means : " I am waiting until this wagon is past.'' 

When you have saluted a friend, say : 
He saJudado & mi amigo X. (See App., Note 7). 
which means : " I have saluted my friend X.'' 

When you have taken your hat off, say : 

Me he quitado el sombrero, 
which means: " I have taken off my hat." 

When you want to quicken your pace, say to yourself: 

Me apresm*ar6. 

which means : " I will hurry up.'' 

When you wish to overtake a gentleman, say : 
Quiero alcanzar & ese senor. '(See App., Note 7). 
which means : " I want to overtake that gentleman." 

When you open your umbrella, say : 
Abro mi paraguas. 
which means : " I open my umbrella." 

When you jump over a gutter, say : 
Salto el arrojnielo or el arroyo. 
which means : '" I jump over the gutter." 

When you motion to a car-driver, say : 

Hago seflas al cochero. 
which means : " I am motioning to a car-driver," (lit. I 

make signs.) 

When you get into the street car, say : 
Entro en el tranvia. 
which means : " I am getting into the street car." 



HOW TO THINK IN SPANISH. 151 

When you pay the conductor, say to yourself : 
Pago al cobrador (or conductor). . 
which means : " I pay the conductor." 

When you get a bill changed, say : 

Cambio un billete de banco. 

which means : " I get a bill changed.'' 

When you put the fare in the box, say : 
Deposito el precio (de carrera) en la caja. 
which means : " I put the fare in the box." 

When you take a seat, say: 
Me siento. 

which means : " I sit down." 

When you give your seat to a lady, say: 
Oedo mi asiento & una senora. 
which means : " I give my seat to a lady." 

When you hold on to the strap, say : 
Me agarro & la correa. 
which means : " I am holding on to the strap." 

When you have told the conductor to stop, say ; 
He dicho al cobrador que pare. 
which means : " I have told the conductor that he should 
stop." 

When you get out, say to yourself : 

Me apeo. 

which means : " I get off." 

On arriving at your house, say: 
He llegado & mi casa. 
which means : " I have arrived at my house." 

As you go up the steps, say : 
Subo la escalera. 
which means : " I am going up the steps." 



152 HOW TO THINK IN SPANISH. 

When you put the key in the keyholei sayi 
Me to la llave en el ^gv^ero. 

which means : " I put the key in the keyhole.* 
Turn from left to right, and say : 

D07 Yuelta de izquierda & derochai 

which means : " I turn from left to right." 

Or when you unlock the door, say : 
Abro la puerta. 
which means : " I unlock the door.'' 

Open it and go in, saying : 
La abro y entro. 
which means : " I open it and go in.*' 

Shut it behind you, saying : 
La cierro detr&s de mf. 
which means : " I shut it behind me." 

Hang your hat on the hatrack, saying : 
Ouelgo mi sombrero en la pereha. 
which means : '' I hang my hat on the hatrack.^ 

Go up stairs to your room, saying : 

Subo & mi ouarto. 
which means : " I go up stairs to my room," 

Brush your clothes, saying : 
Me cepillo la ropa or los vestidos. 
which means : " I brush my clothes," 

Change your clothes, saying: 
Me cambio la ropa. 
which means : " I change my clothes " 

Best yourself and wait for the dinner bell, saying: 
Estoy descansando hasta que toque la cam 
panilla para la comida. 
which means : '' I am taking a rest till the dinner bell 
rings." 



HOW TO THINK IN SPANISH. 153 



PRACTICE. 

1. New Infinitives, Olvidarse, dirigirse, atravesar 
pararse, aguardar, saltar, pagar, cambiar, depositar, ce- 
der, agarrarse, apearse, colgar, cepillar, descansar. 

Alternate according to the three patterns : — Me ire k 
casa ahora — me voy k casa ahora — me he ido k casa 
ahora. Omit the 4*^ 5*S 12*»^ and last. 

2. Alternate the first 20 in the same way beginning 
with ese cdbaUero, Omit, 4, 5 and 12. 

3. Alternate the last 20 in the same way beginning 
nuestros amigos. Omit the last. 

4. Alternate the first 20 in the form of commands 
and requests. Patterns : — Vfiyase V. k casa ahora — Sir- 
vase V. irse k casa ahora. Omit 4, 5 and 12. 

5. Begin the last 20 with the useful expression 
Apresiirese V. &, hurry up and , . . Pattern : — Apre- 
surese V. a irse a casa ahoraj Hurry up and go home now. 

Learn the following variations. 

Se me ha olvidado algo I have forgotten something 

se nos ha olvidado algo we have forgotten some- 

thing 

se le ha olvidado algo k Y. you have forgotten some- 
thing 

se les ha olvidado algo k you (pi.) have forgotten 
Vds. something 

se le ha olvidado algo {k &) he has forgotten something 

se les ha olvidado algo (4 they (m.) have forgotten 
ellos) something 

se le ha olvidado algo {k ella) she has forgotten something 

se les ha olvidado algo (k they (f.) have forgotten 
ellas) something. 

The literal translation is : Something has forgotten 
itself to me, to us, to him etc. 



154 



HOW TO THINK IN SPANISH. 



FORMA PROGRESIVA DEL PRESENTE. 

The sentences 

Estoy pasando por en frente del correo, 

Estoy mirando los objetos, 

Estoy descansando hasta que toqne la campanilla 

illustrate the Progressive Form of the Present Tense. It 
is made up of estoy and of course estamos, F- estd, Vds. 
estdfif £1 (or ella) estd, ellos (or ellas) estdn, and a new 
verb-form called el gerundio. 

The gerundio is derived from the infinitive as follows: 
Infinitive sacar meter sacudir 
Oerundio sBLdando metiendo sacudtendfo. 

The ending ar is changed to ando^ and the endings er^ 
ir to iendo. The latter, which is pronounced yendo is 
also written yendo when a vowel precedes. Examples : 
huyendo, atribuyendo, trayendo, cayendo, creyendo, 
oyendo 5 and from ir we get the gerundio yendo. 

The only irregalarities are in the following verbs which change 
etoi and to u in the root : 

Infinitive. Gerundio. 

eintiendo feeling 
hiriendo wonnding 
to take or give notice advirtiendo taking or giving notice 



Sentir 


to feel 


herir 


to wonnd 


advertir 


to take or 


hervir 


to boil 


ergnir 


to erect 


regit 


to govern 


pedir 


to ask for 


servir 


to serve 


segnir 


to follow 


cenir 


to girdle 


reir 


to laugh 


deoir 


to say 


venir 


to come 


vestir 


to dress 


donnir 


to sleep 


morir 


to die 


poder 


to be able 



hirviendo 


boiling 


irgniendo 


erecting 


rigiendo 


governing 


pidiendo 


asking for 


sirviendo 


serving 


signiendo 


following 


cinendo 


girdling 


riendo 


laughing 


diciendo 


saying 


viniendo 


coming 


vistiendo 


dressing 


darmiendo 


sleeping 


muriendo 


dying 


pudiendo 


being able. 



HOW TO THINK IN SPANISH. 155 

The gemndio ciflendo ends in endo instead odendo becanse the n 
makes the • unnecessary. For a similar reason hullir makes bullendo 
No irregularities accompany the ending ando. 

Exercise. What are the gerundios corresponding to 
the verbs used in Par la manana^ Durante la Comida and 
En la Calle 1 

Mechanism of the Forma Ptogresiva, Observe that the 
pronouns may be affixed to the gerundio or else placed 
before estotfy estamoSy estd, estdn; also that the subject 
may come between the auxiliary and the gerundio. 

Learn the following sentences as patterns. 

Pepe estS mirando el cuadro Joe is looking at the picture 

P.noest&mirandoelcuadro J. is not looking at the 

picture 

4 Estd P. mirando el cuadro T Is J. looking at the picture t 

i No estk P. mirando el cua- Is n't J. looking at the 
dro! picture! 

P. est& mirfindolo or J. is looking at it. 

P. lo est& mirando 

P. no est& mir&ndolo or J. is not looking at it 

P. no lo est& mirando 

i Est& P. mir&ndolo 1 or Is J. looking at it t 

^Lo est& P. mirando f 

4 No est& P. mir&ndolo 1 or Is n't J. looking at itt 

i No lo est& P. mirando t 

Exercise. 1. Make similar sentences substituting los 
dbjetos for el cuadro, and los for lo. 

2. Do the same with la pintura (painting) and la. 

3. Do the same with las nuhes (clouds) and las. 

4. Make similar sentences beginning Los ninos estdn 
haciendo cometas^ the children are making kites. The 
proper pronoun is los. 

5 Do the same with Estamos leyendo el cartel, we are 
reading the placard. 



156 HOW TO THINK IN SPANISH. 

Learn the following patterns with two pronouns. 

Pedro me estd ensenando Peter is showing me his 
su dlbum album 

P. estfi. ensen&ndomelo or P. is showing it to me 

P. me lo est& ensenando 

P. est& ensenftndonoslo or P. is showing it to us 

P. nos lo est& ensenando 

P. est& ensen&ndole k V. su P. is showing you his album 
&ibum, or 

P. le est& ensenando &Y. su 
dlbum 

P. est& ensendndoselo k V. or P. is showingit to you (sing.) 

P. se lo est& ensenando k V. 

P. estfi ensen&ndoles & Vds. P. is showing you (plur.) 
8u dlbum, or his album 

P. les est& ensenando k Vds. 
Bu Slbum 

P. est& ensenfindoselo k P. is showing it to you 
Vds. or (P.l^r.) 

P. se lo est4 ensenando k 
Vds. 

P. esta ensenandole (k 61, k P. is showing him or her 
ella) su Album, or his album 

P. le est& ensenando (& 61, k 
ella) su Album 

P. est& ensen&ndoles (k P. is showing them his al- 
ellos, k ellas) su Album, or bum 

P. les est& ensenando (& 
ellos, k ellas) su Album 

P. estA ensenAndoselo (A 61, P. is showing it to him, to 
A ella, A ellos, A ellas) or her, to them (m. and f .). 

P. se lo estA ensenando (A 
61, A ella, A ellos, A ellas). 

Exercises. 1. Make similar sentences with sus grdba- 
dos (his engravings) and loSy instead of su album and lo. 

2. Substitute su coleccion de mariposas (his collection 
of butterflies) and la. 



HOW TO THINK IN SPANISH. 



151 



3^ Substitate sus mariposas and las. 

4. Make similar sentences beginning Mis amigos estdn 
explicdndame eljuego, my friends are explaining the game 
to me. 

5. Make similar sentences beginning El mecdnico me 
estd construyendo una mdquina^ the mechanic is building 
me a machine. 

Learn the following patterns for reflexive verbs. 

Me estoy lavando or 
estoy lav&ndome 
nos estamos lavando or 
estatnos lav&ndonos 



v. se est& lavando or 
V. e8t& lav&ndose 
Yds. se estfin lavando or 
Yds. est&n lav&ndose 
Miguel se est& lavando or 
Miguel est& lavfindose 
ellos se est&n lavando or 
ellos est&n lav&ndose 

With two pronouns: 

Me estoy lavando la oara 
estoy lav&ndomela or 
me la estoy lavando 
estamos lav&ndonosla or 
nos la estamos lavando 
Y., 61 or ella est& lavdndo- 
sela or s6 la est& lavando 



I am washing myself 

we are washing ourselves 

> 

you are washing yourself 
you are washing yourselves 
Michael is washing himself 
they are washing themselves 



I am washing my face 
I am washing it 

we are washing it 

you are washing itj he or 
she is washing it 



Yds., ellos or ellas est&n la- you (pi.) or they are wash- 
v&ndosela or se la est&n ing it. 
lavando 

Exercises, 1. Substitute his manos and las for la cara 
and la. 



158 HOW TO THINK IN SPANISH- 

2. Make similar sentences beginning with Estoy po- 
nUndome el sombrero, I am putting on my hat, and the 
pronoun lo. 

3. Do the same with Estoy poniindome los guantes 

(gloves), and los, 

4. Do the same with Me estoy quitando el sohretodo, 
los zapatoSj la gorra, las medias, I am taking off my 
overcoat, shoes, cap, stockings — and the appropriate 
pronouns. 



Do not neglect the preceding exercises if you 
wish to acquire a command of the language in a reason- 
ably short time, and do not fail to think the objective 
pronouns when you practice. You have now had all the 
positions in which they occur. Subsequent verb-forms 
will offer nothing new in this respect. The following is 
a good rule to remember : 

Objective pronouns may be affixed to the infinitive, the 
gerundio, and the imperative used affirmatively. They 
precede all other verb forms. 

The simple present tense has frequently been translat- 
ed heretofore by the English progressive form; as jposo, 
I am passing; miro, I am looking; descanso, I am resting. 
The forma progresiva now under consideration may take 
its place in describing actions that are not momentary. 

Turn to El Libro, P. 115, perform the actions slowly 
enough to make the progressive form appropriate and say 
the sentences in the first person singular. 

Note. — The first sentence must be left unchanged. Estar, from 
the Latin stare, originally meant to stand ; hence it does not combine 
well with yendOf going. — The second sentence will be : — Estoy esoo- 
giendo un libro. Omit also the 13th and 14th. 

Turn to Una Hoja de Papel, P. 91, and say the senten- 
ces according to the pattern: — Estamos cogiendo una hoja 
de papel. 



HOW TO THINK IN SPANISH. 159 

GOING TO BED.— IR A ACOSTARSE. 

"When you go up to your room, say : 
Subo & mi cuarto. 
which means : " I go up to my room.'' 

When you feel around for the matches, say: 
Estoy tentando & ver si encuentro los f6s- 
foros. (Present: tiento). 
which means : " I am feeling around for the matches,'' 
(lit. to see if I find,) 

When you strike a match, say : 
Enciendo un f6sforo. 
which means : ^^ I am striking a match," (lit. I light a 
match,) 

When you turn on the gas, say \ 
Abro la Have del gas. 
which means : " I turn on the gas.'' 

When you light it, say : 
Lo enciendo. 
which means : " I am lighting it." 

When you close the blinds, say : 
Oierro las persianas or las celosfas. 
which means : " I am closing the blinds." 

When you pull down the shade, say : 
Bajo el trasparente or la cortina. 
which means : " I pull down the shade." 

When you lock the door, say : 
Oierro la puerta con llave or echo Have & 
la puerta. 

which means : " I lock the door." 



160 HOW TO THINK IN SPANISH. 

When you wind np your watch; say: 
Doy cuerda & mi reloj. 
which means : " I wind up my watch.'' 

When you put it under your pillow, say: 
Lo meto bajo mi almohada. 
which means : " I put it under my pUlow.'' 

When you undress, say : 
Me desnudo. 
which means : " I am undressing.'' 

When you put on your night shirt, say : 
Me pongo la camisa de noche. 

which means : " I put on my night shirt." 

When you are going to kneel down and say your 

prayers, say : 
Ahora voy & arrodillarme para rezar. 
which means : " I will now kneel down and pray." 

When you pull back the bed covers, say : 
Abro la cama. 
which means : " I pull back the covers," (lit. I open the bed.) 

When you open the window, say : 

Abro la ventana. 
which means : " I open the window." 

When you turn down the gas, say: 

Bajo el gas. 

which means : " I turn down the gas." 

When you turn out the gas, say : 
Apago el gas. 
which means : " I turn out the gas," (lit. I extinguish.) 

When you blow out the lamp, say : 
Apago la Idmpara. 
which means : " I blow out the lamp." 

When you get into bed, say : 
Me meto en la cama. 
which means : " I get into bed." 



HOW TO THINK IN SPANISH. 161 

When you cover yourself up, say: 
Me cubro. 
which means : " I cover myself up.* 

. When you shut your eyes, say: 
Oierro los ojos. 

which means : " I shut my eyes.^' 

Before going to sleep, say : 

Voy ahora & dormif y sonar que tengo un 
mill6n. 
which means : " I will now go to sleep and dream I had 
a millon.'' 

PRACTICE. 

2few Infinitives. Encender, desnudarse, apagar. 

1. Alternate according to the patterns 

Voy & subir & mi cuarto I am going to go up to my 

room 

Estoy subiendo & mi cuarto I am going up to my room 

Acabo de subir &mi cuarto. I have just gone up to my 

room. 

With verbs of motion like suhir, you can use voy 
instead of estoy and say : Voy subiendo a mi cuarto. 

2. Alternate according to the patterns 

Estoy para subir & mi cuarto I am about to go up to my 

room 

Empiezo & subir & mi cuarto I begin to go up to my room 

Sigo subiendo k mi cuarto I keep on going (or coming) 

up to my room 

Dejo de subir & mi cuarto. I stop going up to my room. 

3. Begin each sentence except the second with the 
useful word desearfa, I should like, according to the 
pattern : Desearia subir d mi cuarto. 

Desear(a has the same meaning as quisiera. 



162 



HOW TO THINK IN SPANISH. 



PBETfiRITO HISTORICO. 

The following examples contain expressions of time 
completely past, like yesterday^ last year. With such 
expressions a new verb form must be learned. As there 
is no English tense which exactly corresponds, a Spanish 
name is here given to it. Its use is very simple. It 
expresses actions and events that happened in the past, 
but not actions that were going on when others happened. 

In other words, it differs from the English past, or 
imperfect tense in not being applicable to actions in 
progress (I wrote=was writing when you came in). 



Ahora mismo estuvo aqui. 

Le vl hace poco, or le vi poco 
ha, or hace poco que le vi. 

Rata ha que le vi. 

Le vi 5 minutos ha. 

Les escribi ayer. 

Se lo envi6 ayer por la ma- 
nana, por la tarde. 

Llegaron anoche. 

i La visit6 V. anteayer f (or 
antes de ayer). 

La visit6 3 dias ha, 8 dias ha, 
3 meses ha, un ano ha, 

Pueron & Madrid el lunes 
pasado, la semana pasada, 
el mes pasado, el otono pa- 
sado, el ano pasado, 

lQu6 sucedi6 en enero, en 
1808, el dos de mayo, at dia 
siguiente (or al otro dia)f 



He was here just now {a mo- 
ment ago). 
I saw him a short time ago. 

I saw him a while ago. 

I saw him 5 minuter ago. 

I wrote to them yesterday. 

I sent it to them yesterday 
morning, afternoon. 

They arrived last night (or 
yesterday evening). 

Did you visit her the day 

before yesterday f 
I visited her 3 days ago, a 

week ago, 3 months ago, a 

year ago. 

They went to Madrid last 
Monday, last week, last 
month, cast fall, last year. 

What happened in January^ 
iti 1808, on the second oj 
May, on the next day? 



HOW TO 1HINK IN SPANISH. 163 

Volvi6 & verme dpoco rato, He came back to' see me a 
d los 5 minutoSy d las 2 little while afterwardsj 5 
horaSf d los 2 dias,d los minutes after, 2 days aftfr, 
pocos diaSf d los 6 meses; a few days after, 6 months 
or else after. 

Volvi6 6, verme poco rata 
despuSs, 5 minutos despuis, 
2 hot*as despues, etc. 

Momentos despues se apag6 A few moments later the 
la luz. light went out. 

En esto acert6 k pasar la At that moment the queen 
reina. happened to pass 

Enttnces la muchachadej6 T Am the girl stopped crying, 
de Uorar. 

The pretSrito histdrico is formed from the infinitive as 
follows : 

Infinitive. Peeterito Hist6rico. 

yo nosotros Y. Vds. 61 ellos 

Bajar Baj^ hsijamos bajrf bajaron htxjo Imjciron 

Meter Metf metimos jnetid metieron metid metieron 

Subir Subf suhimos subiJ suhieron siibid suhieron 

When i comes between two vowels, it changes to y : 

Caer Cai caimos cay6 cayeron cay6 cayeron ' 

Leer Lei leimos ley6 leyeron ley6 leyeron 

Oir Oi oimos oy6 oyeron oy6 oyeron 

Huir Efui huimos hay6 huyeron huyo huyeron 

The letteis fi, II do not require i after them before 
another vowel. 

Taner Tani tanimos tan6 taneron tano tateron 
BiiUir BuUi bullimos bull6 buUeron bull6 bulleron 

There are more irregularities iu this tense than in any 
other. As these same irregularities reappear in other 
tenses, it will be to your advantage to master them as 
soon as possible. They are of three kinds : 



164 HOW TO THINK IN SPANISH. 

1. Many verbs change e to i as follows. 



Infinitive. 




Pbet6rito Hist6rico. 




yo 


nosotros 


v., 61 


Vds. ellos 


Servir to serve 


Servi 


servimos 


sirvi6 


sfrvieron 


Sentir to feel 


Senti 


sentimos 


smti6 


stntieron 


Seguir to follow 


Segui 


segnimos 


sigiiid 


stgiiieron 


Reir to laugh 


Rel 


reimos 


ri6 


rieron 


Vestir to dress 


VestI 


vestimos 


vtsti6 


vfstieron 



Repetir to repeat Repeti repetimos repiti6 repitieron 
Pedir to ask for Pedi pedimos ptdi6 pidieron 

2. A few verbs change otouas follows. 

Dormir to sleep Donni dormimo^ dtirmi6 dwrmieron 
Morir to die Mori morimos inwri6 mwrieron 



3. The following very important verbs 


are formed 


according to a diflEerent system. Observe the absence of 


accents. 












Haber 


to have 


Hube 


hubimos 


hubo 


hubieron 


Tener 


to have 


Tuve 


tuviriios 


tuvo 


tuvieron 


Contener 


to contain 


Contuve 


contuvimos 


contuvo 


contuvieron 


Obtener 


to obtain 


Obtuve 


obtuvimos 


obtuvo 


ob tuvieron 


Estar 


to be 


Estuve 


estuvimos 


estuvo 


estuvieron 


Andar 


to walk 


Anduve 


anduvimos 


anduvo 


anduvieron 


Caber to be contained in Cape 


cupimos 


cupo 


cupieron 


Saber 


to know 


Supe 


supimos 


supo 


supieron 


Poder 


to be able 


Pude 


pudimos 


pudo 


pudieron 


Poner 


to put 


Puse 


pusimos 


puso 


pusieron 


Componer 


to compose 


Compuse 


compusimos compuso compusieron 


Exponer 


to exposb 


Expuse 


expusimos 


expuso 


expusieron 


Conducir 


to conduct 


Conduje 


condujimos 


condujo 


condujeron 


Traer 


to bring 


Traje 


trajimos 


trajo 


trajeron 


Deoir 


to say 


Dije 


dijimos 


dijo 


dijeron 


Hacer 


to make 


Hice 


hlcimos 


hizo 


hicieron 


Satisfaoer 


to satisfy 


Satisfice 


satisficimos 


satisfizo 


satisficieron 


Querer 


to wish 


Quise 


quisimos 


quiso 


quisieron 


Venir 


to come 


Vine 


vinimos 


vino 


vinieron 


Ser 


to be 


Fuf 


faimos 


fu6 


fueron 


Ir 


to go 


Fui 


fuimos 


fu6 


fueron 



HOW TO THINK IN SPANISH. 16§ 

To which may be added 

Dar to give Di dimos 616 dieron 

A glance at the meanings of these verbs will show 
how necessary it is to know them. 

Mechanism, The mechanism of the preUrito histdrico 

is the same as that of the present tense. ' 

Ema trajo el vestido ayer Emma brought the dress 

yesterday 

lo trajo ayer she brought it yesterday 

no trajo el vestido ayer she did not bring the dress 

yesterday 

no lo trajo ayer she did not bring it yester- 

day 

itrajo Ema el vestido ayer? ^ ^.^ ^^^^ bring the dress 

iEma trajo el vestido ayer? ) yesterday 

4I0 trajo ayer ? did she bring it yesterday ? 

jno trajo el vestido ayer? did n't she bring the dress 

yesterday ? 

J no lo trajo ayer ? did n't she bring it yester- 

day. 

The other objective pronouns occupy the same position 

as h. 

Turn to Por la manana, P. 131, and answer the question 

i Qu6 hizo V. ayer por la What did you do yesterday 
manana? morning? 

Begin each sentence with ayer or ayer por la manana. 

Turn to En la Galle, P. 148, and answer the question 

J Qu6 hicieron sus amigos What did yoar friends do 
de V. en la calle el ju6ves in the street last Thurs- 
pasado ? day ? 

Begin each sentence with eljuivespasado or any other 
expression of time completely past. 

Turn to Ir d Acostarse, P. 159, and answer the question 



166 HOW TO THINK IN SPANISH. 

i Que hicimos al Ir & acos- What did we do on going 
tamos anocheT to bed last night? 

Begin each sentence with anoche or some other suitable 
expression of time. 

The following historical events will afford further 
practice in the use of this important tense. 

ALGUNOS 8UCES0S HISTORIOOS. 

En 753 antes de Jesucristo In 753 B. C. took place the 
tuvo lugar la fundacion foundation of Rome, 
de Boma. 

En 100 antes de J. C. naci6 In 100 B. C. Julius Ceesar 
Julio C6sar. was born. 

En 507 despu6s de J. C, In 507 A. D. the Visigoths 
los visogodos in vadieron & invaded Spain. 

Espana. (See App.,Note7). 

732. Carlos Martel derrot6 (defeated) 6. los sarracenos 
en la batalla de Poitiers e impidi6 (prevented) la conquis- 
ta de Europa por el mahometismo. 

1066. Guillermo el Conquistador gan6 (t(7on) la bata- 
Ua de Hastings y se apoder6 {tooh possession) del trono 
{throne) de Inglaterra. 

1314 k 1320. Escribi6 Dante la Divina Comedia. 

1429. Juana de Arc venci6 {vanquished) & los ingleses 
en Orleans. Dos anos despu^s f u6 quemada por bruja 
{was burned for a witch) en Ru&n (Rouen). 

1435. Guttenberg, en Estrasburgo, invent6 el arte dc 
imprimir {printing) libros con letras movibles. 

1492. Crist6bal Col6n sali6 {set out) del puerto {port] 
de Palos en Espana, atraves6 {crossed ) el oc^ano y descu- 
bri6 la isla de San Salvador. 

Los moros {Moors) de Granada se rindieron {surrender- 
ed) & Fernando 6 Isabel y tuvieron quemudar {change) 
de religi6n 6 pasar al Africa. 

1519 k 1535. Herndn Cortes conquigt6 {conquered ) k 
M6xico y Pizarro someti6 {subdued ) el Peru. 



HOW TO THINK IN SPANISH. 167 

1616. Murieron {died) Shakspeare y Cervantes. 

1648. A la terminaci6n de la guerra de treinta anos 
(thirty years' war) se concluy6 el tratado (treaty) de 
WestfaUa. 

1765. Watt inventd la m&quina de vapor (steam 
engine). 

1776. Las colonias de Norte America declararon su 
independencia de Inglaterra. 

1789. Empez6 la revolaci6n f rancesa. 

1793. Fueron procesados, condenados y decapitados 
(triedj condemned and beheaded) el rey Luis XVI de Fran 
cia y sa esposa Maria Antonieta. 

1799. Bonaparte fu6 nombrado (appointed) primer 
c6nsul de Francia. 

1804. Bonaparte tom6 (assumed) el titulo de Napo- 
le6n I (primero), emperador de Francia y rein6 (reigned) 
sobre Espana, Holanda, Suiza y la Conf ederaci6n Germ&- 
nica. 

1815. Se verified (tooJc place) la batalla de Waterloo. 
Las potencias aliadas (allied powers) tomaron & Paris. 
Napole6n fu6 destronado y desterrado (dethroned and 
exiled) & la isla de Santa Elena, donde murio en 1821 & la 
edad de 52 aiios. 

1830. Se inangur6 el primer ferrocarril (railroad). 

1838. Fu6 coronada (crotmed ) la reina Victoria. 

1861. Principi6 la guerra civil en los Estados Unidos 
con el bombardeo y toma del fuerte Sumter. Cuatro 
anos despu6s, el general Lee se rindi6 con todo su ej6rcito 
(army) y entreg6 (gave up) su espada (sword) al general 
Grant. 

1865. El presidente Lincoln f u6 asesinado. 

1871. Los alemanes (Germans) vencieron d losfran- 
ceses despu6s de una guerra de solo siete semanas. 

Thiers fu^ elegido (elected) presidente de Francia. 



168 



HOW TO THINK IN SPANISH. 



La ciudad de Chicago tii6 destxuida (destroyed) casi 
{almod) completamente por un incendio (fire) que devastd 
una superficie (area) de unas (some) 3 i millas cuadradas 
(square miles) } 17,450 edificios resultaron quemados (were 
burned Jj y las p6rdidas (losses) se estiman en 196 millones 
de pesos 3 250 personas perecieron (perished). 

Note. — The present tense is often substituted for the preUrito 
histdrico in historical writing and in conversation. A good exercise 
would be to write out the preceding events in the present tense and 
then change them back again into \hQ preUrito, 

ADDITIONAL EXPRESSIONS OP TIME. 

The following expressions of time are common to 
past, present and futare actions. 

Al amanecer, al anochecer At daybreak, at nightfall 



Por la manana, por la tarde^ 
por la noche 

A medio dia, k media noche 

Temprano, tarde 

Antes, despn^s 

Nunca or jam&s 

En mi vida 

Rara vez 

A veces or algunas veces 

Ya....ya or ora....ora 

De caando en cuando 

De vez en cuando 

A menndo 

Precuentemente 

Por lo regular, or usual- 
mente 

Constantemente 

De continuo, or continua- 
mente 



In the morning, in the af« 
ternoon, at night. 

At noon, at midnight 

Early, late 

Before, after 

Never 

Never in my life 

Barely, seldom 

Sometimes 

Sometimes (one thing) — 
sometimes (another) 

Once in a while 

From time to time 

Often 

Frequently 

Usually 

Constantly 
Continually 



HOW TO THINK IN SPANISH. 



169 



Siempre 


Always 


Etemamente 


Eternally 


Cada hora 


Hourly 


Diariamente or cada dia 


Daily 


Semanalmente or cada se- 


Weekly 


mana 




MensualTTiente or cada mes 


Monthly 


Annalinente or cada ano 


Yearly 


Todos los dias 


Every day 


Todo el dia 


All day, the whole day 


Do dia en dia 


Prom day to day 


De una vez 


At once, at one time 


Al propio tiempo 


At the same time 


Entretanto or en el interin 


Meanwhile, in the mean time 


Un dia si y otro no 


Every other day 


A prineipios del siglo 


About the beginning of the 




century 


A mediados del alio 


About the middle of the 




year 


A fines del mes 


About the end of the month 


k. la una. 


At one o'clock 


A las seis. 


At six o'clock. 



TRAVELING.— VIAJAR. 

When you take up the newspaper, say: 
Oojo el peri6dico. 
which means : " I take up the newspaper.'' 

When you look for the time table of the railroad, say : 
Busco la gufa de trenes. 
which means : '^ I am looking for the time table of the 
railroad." 

When you are trying to find out when the next train 
leaves for Washington, say : 

Estoy buscando cuando sale el primer tren 
para Washington. 



170 HOW TO THINK IN SPANISH. 

which means : '' I am trying to find out when the next 
train leaves for Washington." 

When you are packing your. trunk, say: 
Estoy haciendo mi maleta. 
which means: '^ I am packing my trunk/' (lit. making.) 

On putting your things in it, say : 
Estoy empaquetando mi ropa. 
which means : "I am putting my things in.'' 

On locking it, say : 
La cierro con Have, 
which means : '' I am locking it." 

On fastening a strap around it, say: 
Le echo la correa. 
which means : '^ I am fastening a strap around it. 

When you are going out to order an expressman, say : 
Salgo & buscar un expreso. 
which means : " I am going out to order an expressman." 

When you walk to the depot, say : 
Ando & la estaci6n. 
which means : " I am walking to the depot." 

If you ride (drive), say : 

Voy en coche & la estacidn. 

which means : " I am driving to the depot.'' 

As you are walking to the ticket oflftce, say : 

Ahora voy & comprar nn billete para Wash- 
ington. 

which means : " I will now buy a ticket to Washington." 
On going to have your baggage checked, say : 
Ahora voy & hacer facturar mi equipaje. 
which means : " I will now get a check {or receipt for 
baggage)," (lit. have my baggage registered,) 

When you go into the waiting room, say : 

Entro en la sala de espera. 
which means : " I am going into the waiting room." 



HOW TO THINK IN SPANISH. 171 

While waiting for the door to be opened, say : 
Espero & que se abra la puerta. 
which means : " I am waiting until the door is opened," 
(lit. open itself.) 

When you are going to the train, say: 
Voy al tren. 
which means : " I am going to the train.'' 

As you get in, say : 
Subo al tren. 
which means : " I am getting in, or aboard.'' 

When you sit down and look out of the window, say : 
Estoy sentado y miro por la ventana. (A 
woman or a girl should say sentada,) 
which means: "I am sitting down and looking out of 
the window." 

When you watch your fellow travellers, say : 
Observo & mis compafieros y companeras 
de viaje. (See Appendix, Note 7), 
which means : " I am observing my fellow travellers." 

Before reading your paper, say : 
Ahora voy & leer el peri6dico. 
which means : " I am going to read the paper now." 

When you go to the smoking car, say : 
Voy al coche de famar. 
which means : " I am going to the smoking car.'' 

When you feel like taking a nap, say : 
Tengo^anas de descabezar (or de echar) \in suefio. 
which means : '^ I feel like taking a nap." 

When the train stops, say : 
El tren para, 
which means : " The train is stopping." 

When you get out of the car, say : 

Me apeo. 

which means : " I am getting out." 



172 HOW TO THINK IN SPANISH. 

When you have hired a cab, say : 
He alquilado un coche or un simdn. 
which means : " I have hired a cab/' 

When you have given your baggage check to the 
driver, say: 

He dado mi placa* al cochero. 
which means : " I have given my check to the driver.'' 

When you are seated in the cab, say: 
Voy al hotel en coche. 
which means : " I am driving to the hoteL'' 

If you take a street car, say 2 
Toino el tranvfa. 
which means: " I take the street car.'' 



PRACTICE. 

New Infinitives, Salir, apearse, empaquetar, alquilar. 

1. Select appropiate expressions of past time from 
the examples on P. 162, to use with the preceding sen- 
tences when changed into the pretSrito histdrico; as for 
example : Ayer fi las 6 de la manana cogi el peri6dico, 

2. Say the same sentences in the third person, beginn- 
ing for example : Ayer & las 6 de la manana mi padre 
cogi6 el peri6dico. 

3. Begin each sentence with the useful expression 
No quise, I did not wish to and use words indicating 
time; as for example : Anoche no quise coger el peri6dico. 

4. Begin the same sentences with the useful phrase 
Se neg6 &, he refused to; as for example : Anoche se neg6 
& coger el peri6dico. 

* Placa is the Mexican term for a baggage check. In Spain they 
give receipts, hilleies. 



HOW TO THINK IN SPANISH. 173 

GOING TO SCHOOL.— IR A LA ESCUELA. 

When you strap up your books, say : 
Ato mis libros con una correa. 
which means : " I strap up my books," (lit. 1 tie my hooks 
with a strap.) 

When you put your books in your satchel, say i 
Meto mis libros en mi cartera. 
which means : " I put my books in my satchel.'' 

When you take them under your arm, say : 

Los llevo bajo el brazo or debajo del braze. 

which means ; " I take (carry) them under my arm.'' 

When you carry them in your hand, say: 
Los llevo en la mano. 
which means : " I carry them in my hand." 

When you start out, say : 
Salgo. 
which means : " I am starting out." 

-A^ you go along the street, say : 
Voy por la calle. 
which means : " I am going along the street." 

When you have forgotten something, say t 
He olvidado algo. 
which means : " I have forgotten something." 

When you turn back, say : 
Doy vuelta. 
which means 2 " I turn back or around," (lit. I give a turn.) 

When you go back to get it, say : 
Vuelvo por ello. 
which means : " I turn back again to get it." 

^ (For actions in the street see " In the Street.") 



174 HOW TO THINK IN SPANISH. 

When you hurry up so as not to be too late, say : 
Me apresuro para no Uegar tarde. 
which means: " I hurry up so as not to come too late,'' 
(lit. to arrive late,) 

When you run, say 2 

Oorro or voy corriendo. 

which means : " I am running.'' 

If you stop for your friend, say : 
Voy por mi amigo. 
which means : " I stop for my friend." (By calling at 
his house). 

PRACTICE. 

New Infinitives. Apresurarse, correr. 

1. Change to pretirito historico, using expressions of 
time ; as for example : El vi^rnes pasado at6 mis libros 
con una correa. 

2. Imitate the pattern: i At6 V. ayer sus libros con 
una correa ? 

3. Begin with some expression of time and the useful 
phrase Se puso 4, he began to; as for example : Hace 
una hora que mi hermanito se puso 6, atar sus libros con 
una correa, My little brother began an hour ago to strap 
up his books. Omit the 7*^ sentence. 

m SCHOOL.— EN LA ESCUELA. 

When you go in, say : 
Entro. 
which means : " I am going in." 

When you take oflf your hat, say: 
Me quito el sombrero. 

which means: " I take off my hat. 



HOW TO TttlKK m SPANISH. VJi 

When you hang it on the hook, say : 
Lo cuelgo en el gancho or en la percha. 
which means : " 1 hang it on the hook, or on the radt." 

When you go up stairs, say : 
Subo la escalera. 
which means: '*I am going up stairs.'' 

When you go in the class room, say : 
Entro en la clase. 
which means : " I enter the class roonou" 

When you salute the teacher, say : - 

Saludo al maestro. (See Appendix, Note 7). 
which means : " I salute the teacher." 

When you go to your place, say: 

Voy & mi sitio. 
which means : " I go to my place.'' 

When you lay your books on your desk, say t 
Pongo mis libros sobre mi pupitre. 
which means: " I lay my books on my desk." 

When you unstrap them and take them out, say: 
Desato mis libros y los saco. 
which means : '^ I imstrap (undo) them and take them 
out." 

When you sit down, say: 
Me siento. 
which means : " I sit down." 

When you are sitting still and are quiet, say: 
Estoy en mi asiento quieto y callado. 
which means ; '* I am sitting still and quiet." 

When you are going to learn a piece by heart, say : 
Ahora voy & aprender este trozo de memoria. 

which means : " I will now learn this piece by heart." 



176 HOW TO THINK IN SPANISH. 

When you are going to write an essay (a composition), 
say: 

Ahora voy & escribir un ejeroicio. 
which means : " I am now going to write an essay." 

Wheqjron take it to the teacher for correction, say : 
Se lo Uevo al maestro para que lo corrija. 
which means : " I take it to the teacher for correction,'' 
(lit. /or that he may correct it) 

When you are going to do your examples, say : 
Ahora sacard mis cuentas. 
which means : " I will do my examples now.'' 

When you are going to translate your exercise, say. 
Ahora voy & traducir mi tema. 
which means : " I shall now translate my exercise." 

When you sharpen your lead-pencil, say : 
Afllo mi l^piz. 
which means : " I am sharpening my lead-pencil." 

When you are drawing a picture, say : 
Estoy dibujando or estoy haciendo un dibujo. 
which means : " I am drawing a picture." 

When you are going to study your history, say: 
Voy & estudiar ahora mi leccidn de historla. 
which means : " I am going to study my history now." 

When you are going to learn German, say : 
Voy & aprender el alem&n. 
whi«h means : " I am going to learn German." 

When you are going to prepare for examination, say: 
Me voy & preparar para los ez&menes. 
which means : " I am going to prepare for examination." 

When the teacher says : " Read to the class," say to 
yourself: 

Tengo que leer en voz alta. 

which me9J\s : '^ I am to read to the class," (lit. in a loud 
voice.) 



HOW TO THINK IN SPANISH. 177 

When the teacher says : " Go to the board/' say to 
yourself: 

Tengo que ir & la j)izarra or al ence- 
rado. 

, which means : " I am to go to the blackboard." 

j When the teacher says : " Pay attention/' say : 

Tengo que prestar atenci6n. 
which means : " I am to pay attention/' (lit. to lend.) 

When the teacher wishes you to be quiet, say to your- 
self: 

Tengo que estarme callado. 
which means : " I am to be quiet." 

When the teacher wishes you to recite, say to yourself : 
Tengo que dar mi leccidn. 
which means : " I am to recite my lesson." 

Before asking permission to go out, say to yourself : 
Pedir6 permiso al maestro para saUr. 
which means : " I will ask the teacher for permission to 
go out." 

Before asking permission to speak to your neighbor, 
say: 

Pedir6 permiso para hablar & mi veoino {or 

if a girl, vecina.) 
which means : " I will ask permission to speak to my 
neighbor." 

When you eat your lunch, say to yourself: 
> TOmo mi merienda. 
' which means : " I am eating my limch/' 

When about to play ball, say : 
Voy & jugar & la pelota. 
which means : *' I am going to play ball." 

When you have thrown the ball, say : 
He botado la pelota. 
which means : " I have thrown the ball," 



178 HOW TO THINK IN SPANISH. 

When yon have canght the ball, say : 
He cogido la pelota. 
which means : " I have canght the ball.'' 

When yon have missed the ball, say : 

Se me ha escapado. 

which means: ''I have missed the ball,'' (lit. it has 
escaped itself from me.) 

When yon are going to the gymnasinm, say : 
Voy & ejercitarme en el gimnasio. 

which means : " I am going to the gymnasinm to exercise." 

When yon collect yonr things, say : 
Estoy recogiendo mis cosas. 
which means : " I am collecting my things.'' 

When yon strap them together, say : 
Las ato con la correa. 
which means : " I am strapping (tying) them together.'' 

When yon get np and walk ont, say : 
Me levanto y salgo. 
which means : " I get np and walk ont." 

When yon go down stairs, say : 

Bajo la escalera. 
which means : " I go down stairs." 

When yon pnt on yonr hat, or yonr cap, say : 
Me pongo el sombrero or la gorra. 
which means : " I pnt on my hat, or my cap." 

When yon go home, say : 
Voy & casa. 
which means : " I am ^oin^ home." 

PRACTICE. 

New Infinitives. Colgar, desatar, dibnjar, botar, reco- 
ger, traducir (Pres. tradnzco). 



HOW TO THINK IN SPANISH. 179 

1. Tell some one to do all the actions again; as for 
example : Vuelva V. & entrar, Gome (or go) in again. 

2. Tell some one to stop doing the actions ; as for 
example: Deje V. de entrar, Stop coming (or going) in. 

3. Begin with iPuedo....? May I f as for 

example : ^ Puedo entrar f , May I come (or go) in ? 

4. Begin with Tuve que, I had to ; as Tftve que en- 
traVf I had to come (or go) in. 

5. Say the sentences in the pretMto histdrico, nsing 

expressions of time; as for example: La semana pasada 
entre. 

6. Do 'the same in the third person singular; as for 
example : Mi amigo entr6 hace una hora. 

7. Do the same in the third person plural ; as for 
example : Anteayer los discipulos (scholars) entraron. 

ly The next four subjects, Semng, At the Sewing 
Machine^ Ooing to Marl-et and Maldng a Gall may be 
utilized in making a general review of verb-forms. The 
new infinitives are : 

Prender, desenvolver, romper, enhebrar, hilvanar, 
rematar. 

Devanar, ajustar, arreglar, seguir, alzar. 

Mirarse, abotonar, mandar, pesar, contar (cuento). 

Apearse, despedirse. 

Useful patterns for infinitive phrases : 

Tratemos de hacerlo. Let us try to do it. 

Debiera V. hacerlo. You ought to do it. 

Iba & hacerlo. I was going to do it. 

SEWING.— COSER. 

When you pin the goods together, say : 
Prendo la tela con alfileres. 
which means : " I fasten the goods together with pins.'' 



180 HOW TO THINK IN SPANISH. 

When you take a spool of thread, say : ' 

Oojo un carrete de hilo. 
which means : " I take a spool of thread.'^ 

When yon unwind a piece, say : 
Desenvuelvo una hebra de hilo. 
which means : " I unwind a needleful of thread.'' 

When you break it off, say : 
La rompo. 
which means : " I break it off.'' 

When you thread your needle.'' 
Enhebro la aguja. 
which means : " I thread the needle.'' 

When you put the thread in the eye of the needle, say : 

Paso el hilo por el ojo de la agiija. 

which means : " I put the thread in the eye of the needle." 
When you pull it through, say : 

Tiro de 61. 

which means : " I pull it (through)." 

When you make a knot in one end, say : 
Le hago ui^ nudo en una punta. 
which means : ^^ I make a knot in one end." 

When you put on your thimble, say: 

Me pongo el dedal, 
which means : " I put on my thimble." 

When you have stuck your finger, say: 

Me he picado el dedo. 
which means : " I have stuck my finger." 

When you stick the needle in the material, say: 
Meto la aguja en el material, 
which means : " I stick the needle in the material." 

When you press it through with the thimble, say : 
La empujo con el dedal, 
which means : " I press it through with the thimble," (lit 
Ipush,) 



HOW TO THINK IN SPANISH. 181 

When you pull the thread through the material; say: 
Paso el hilo por el material, 
which means : " I pull the thread through the material,'' 
(lit. I pass,) 

When you baste, say 
Hilvano or estoy hilvanando. 
which means : " I am basting.'^ 

When you sew on your neyr dress, say : 
Ooso (or estoy cosiendo) mi vestido nuevo. 
which means : " I am sewing on my new dress." 

When you make a seam, say : 
Hago una costura. 
which means : '' I am making a seam.'' 

, When you fasten off the thread, say : 
Remato la puntada. 
which means : " I am fastening off the thread,'' (lit. the 
stitch.) 

AT THE SEWING MACHINE.— A LA MAQUINA 

DE CDSER. 

When you sit down to the machine, say : 
Me siento & la m^quina de coser. 
which means : " I sit down to the sewing machine." 

When you clean it, say : 

La limpio. 
which means : '' I am cleaning it" 

When you oil it, say : 

• Le doy aceite. 
which means : " I am oiling it." 

When you let it run rapidly, say : 
La hago correr con rapidez. 
which means : " I am running it rapidly," (lit. I make it 
run,) 



182 HOW TO THINK IN SPANISH. 

When you wipe off the excess of oil, say : 
Le limpio el aceite sobrante. 
which means : " I am wiping oflf the superfluous oiL^ 

When you wind the bobbin, say : 

Estoy devanando el carrete. 
which means : " I am winding the bobbin.^' 

When you put it in place, say : 
Lo pongo en su lug9.r. 
which means : ^' I put it in its place.^ 

When you adjust the tension, say: 
Ajusto la tensi6n. 
which means : " I adjust the tension." 

When you regulate the length of the stitcn, say 
Arreglo el largo de la puntada. 
which means : " I regulate the length of the stitdL*^ 

When you put in a new needle, say : 
Le pongo una agnja nueva. 
which means : " I put in a new needle,'' (lit. I put to it.) 

When you change the needle, say : 
Le cambio la agnja. 
which means : '' I change the needle.'' 

When you fasten it with the screw, say : 
La aprieto con el tornillo. 
which means : " I fasten it with the screw." 

When you push the material under the needle, say: 
Paso la tela debajo de la agnja. 
which means : " I push the material under the needle." 

When you let down the presser-f oot, say : 
Bajo el pisa-costura or pisa-tela. 
which means : " I let down the presser-f oot." 

When you place your feet on the treadle, say : 
Pongo los pi4s sobre el pedal, 
which means : '* I place my feet on the treadle." 



HOW TO THni^K IN SPANISH. 183 

When you turn the wheel, say : 
Doy vuelta & la rueda. 
which means : " I am turning the wheel/' (lit. I give a 
turn.) 

When you start the machine, say : 
Hago andar la m&quina. 
which means : '^ I am starting the machine/' (lit. I make 
the machine to go.) 

When you begin to sew, say : 
Empiezo & coser. 
which means : " I begin to sew.'' 

When you continue to sew, say : 

Sigo cosiendo. 

which means : " I continue to sew." 

When you stop sewing, say : 
Dejo de coser. 
which means : " I stop sewing." 

When you lift the presser-f oot, say : 
Alzo (or levanto) el pisa-costura. 
which means: " I lift the presser-f oot." 

When you take out your work, say : 
Saco la obra or la labor, 
which means : " I am taking out the work." 

When you cut oflf the threads, say : 
Corto las hebras or los hilos. 
which means : " I cut ofE the threads." 



GOING TO MARKET.— IR A LA PLAZA. 

When you are getting ready to go to market^ say: 
Me estoy arreglando para ir & la plaza, 
wnich means : " I am getting ready to go to market." 



184 HOW TO THINK IN SPANISH. 

When you go in front of the looking glass, say : 
Me pongo delante del espejo. 
which means : " I place myself before the looking glass.'' 

When yon look at yourself in the glass, say : 
Me mlro al espejo. 
which means : " I am looking at myself in the glass.'' 

When you put on your hat, say : 
Me pongo el sombrero, 
which means : " I put on my hat." 

When you. fasten it with a hat-pin, say: 
Lo prendo con un alfiler. 
which means : " I fasten it with a bonnet pin." 

When you put on your veil, say : 

Me pongo el velo. 
which means : " I put on my veil." 

When you put on your gloves, say : 
Me pongo los guantes. 
which means : " I am putting on my gloves." 

When you button them up, say : 

Los abotono. 
which means : " I am buttoning them." 

When you take your pocket book in your hand, say : 
Oojo mi portamonedas en la mano. 
which means : " I take my pocket book in my hand." 

When you start, say : 
Me voy. 
which means : " I am starting oflf." 

When you are going to the butcher's, say: 
Voy & la carnicerla. 
which means : " I am going to the butcher's." 

When you have ordered a roast, say : 
He mandado traer un asado. 
which means : " I have ordered a roast," (lit. ordered to 
bring.) 



HOW TO THINK IN SPANISH. 185 

While waiting till he cuts it off and weighs it, say : 
Espero & que lo corte y lo peso, 
which means: ''I am waiting till he cuts it off and 
weighs it." 

When you have paid him, say : 

Se lo he pagado. 
which means : " I have paid him for it/' (lit. I have paid 
it to him,) 

If you have given him a bill, say : 
Le he dado un billete de banco, 
which means : " I have given him a banknote/' 

When you have got your change, say : 
He recibido el cambio. • 
which means : " I have got the change.'' 

When he has changed your bill, say : 
Me ha cambiado el billete. 
which means : " He has changed my bill." 

When you have counted the change and put it in your 
pocket, say : 

He contado el cambio y me lo he metido (or 
puesto) en el bolsillo. 
which means : '^ I have counted the change and put it in 
my pocket." 

When you are going to the grocer's, say : 
Voy & la tienda de comestibles, 
which means : " I am going to the grocer's." 

When you are going to the green-grocer's, say: 
Voy & la tienda de verduras. 
which means : " I "am going to the green-grocer's." 

When you have ordered what you need, say : 
He mandado traer lo que necesito. 
which means : " I have ordered what I need," (lit. J have 
ordered to bring.) 



186 HOW TO THINK IN SPANISH. > 

If yon had it charged, say : 

Lo he hecho cargar en cuenta. 

which means : " I have had it charged." 

When you return home, say : 
Vuelvo & casa. 
which means : " I am returning home." 

MAKING A CALL.— HACER UNA VISITA. '' 

When you are about to tell the driver where to go, say: 
Dird al cochero adonde debe dirigirse. 
which means : " I will tell the driver where to go," (lit. 
Whither he ought to direct himself.) 

When you get into the carriage, say: 
Subo al coche. 
which means : " I am getting in." 

When you are seated, say : 
Estoy sentada. (A man should say sentado.) 
which means : '^ I am sitting down." 

When you slam the door, say : 
Oierro la portezuela de golpe. 
which means: ^'I slam the door,'^ (lit. I shut,., with How.) 

While looking out of the window, say : 
Miro por la ventana. 
which means : '' I am looking out of the window. 

On turning a comer, say: 
Doblamos una esquina. 
which means : " We are turning a comer." 

On turning out for a wagon, say : 
Nos desviamos para dejar pasar un carro. 
which means : " We are turning out for a wagon," (lit. to 
let pass.) 



HOW TO 'miNE m SPANISH. 187 

On arriving at the house, saj : 
Hemos Uegado & la casa. 
which means : " We have arrived at the house,'' 

When the carriage stops, say : 

Paramos. 

which means: "We are stopping.*' 

When you get out, say : 
Me apeo. 
which means : " I am getting out.'' 

When you go up the steps, say : 
Subo la eeoalera. 
which means : " I am going up the steps." 

When you ring the bell, say : 

Tiro de la campamlla, or toco la campanilla. 

which means : " I am ringing the bell.'' 

While waiting for the servant to open,' say : 
Espero & que la criada abra la puerta. 
which means : " I am waiting until the servant opens the 
door." 

Before asking the girl, say : 
PreguntarS & la doncella si la sefiora A. est& 
en casa. 
which means : " I will ask the girl if Mrs. A. is in." 

When you have given her your card, say : 
Le he dado mi tarjeta. 
which means : " I have given her my card." 

When you step in, say : 
Entro. 
which means : " I step in." 

When you go in the parlor, say i 
Entro en la sala. 
which means: " I am going into the parlor.?' 



188 



HOW TO THINK IN SPANISH. 



When you take a seat^ say : 
Me siento. 
which means : '' I take a seat.'' 

While waiting for Mrs. A., say : 
Espero & que baje la sefiora A. 
which means : '' I am waiting till Mrs. A. comes down.'^ 

When yon have taken leave, say : 
Me he despedido. 
which means : " I have taken leave.'' 

When you go out of the door, say : 
Salgo per la puerta. 
which means : " I am going out of the door,*' 

When you go down the steps, say : 
Bajo la escalera. 
which means : " I am going down the steps.'' 

When you get into the carriage, say : 
Subo al coche. 
which means : ^' I am getting into the carriage.'' 

When you are driving home, say : 

Voy & casa en coche. 
which means: '' I am driving home." 



CONNECTING SENTENCES. 



^OBT STOIOES. • • OUBBENT PHBASES. 



HOW TO THINK IN SPANISH. 189 



COMECTING SENTENCES. 



Simple sentences, which contain one subject and one 
verb, such as those studied hitherto, may be joined to- 
gether by means of conjunctions, interrogative words and 
relative pronouns. 

CONJUNCTIONS. 

Learn the following examples illustrating the use of 
conjunctions, so that you can supply the connection when 
the component simple sentences are given. 

1. Fu6 & la ventana y la He went to the window and 
abrio. opened it. 

2. Tuvimos que levantarnos We had to get up early and 
temprano 6 ir d la ciudad. go to town. 

Use S when the next sound is t. 

3. Lleve V. esta carta al Take this letter to the post- 
correo, 6 6chela en el bu- office or throw it in the 
z6n. letter box. 

4. Saque V. una patente, li Take out a patent, brothers 
otros le anticiparan. will get ahead of you. 

Use ti when the next sound is o. 

5. He buscado el dedal en I have looked for the thim- 
todas partes, pero no ble everywhere, hit I 
puedo encontrarlo. cannot find it. 



190 



HOW TO THINK IN SPANISH. 



Sometimes mas (without accent) is used instead of 
pero. 

6. No sail ayer sino (or I did not go out yesterday, 
sino que) me qued6 en hut staid in bed. 

la cama. 

Use sino after any negative clause when no verb 
follows ; as, JVo lo hizo ^l, sino su Jiermano; but when an- 
other verb follows, use sino only when the two statements 
form a contrast. When they do not form a contrast, 
use pero : No sail ayer^ pero no importa (but it does not 
matter). 

7. Ayer estudi6 mucho y es-' Yesterday I studied a great 
cribi varias cartas ; ade- deal and wrote several 
m&s trabaj6 un poco en letters ; besides I worked a 
mi jardin. uttle in my garden. 



8. Besides the words primero, despuis, etc. given on 
P. 147, actions are sometimes enumerated as follows: 



Primeramente mi perro 
no estaba en el cuarto 
cuando fu6 mordido el 
querellante; en segundo 
lugar no muerde nunca ; 
en tercer lugar no tiene 
dientes, y en cuarto lu- 
gar no tengo ningtin 
perro. 

9. vendrd esta tarde 6 
nos enviarfi un telegrama. 

10. Ni vino nuestro amigo 
ni nos envi6 siquiera un 
telegrama. 

11. No solo me indic6 el 
camino. sino (or sino 
que) me acompan6 hasta 
la encrucijada. 



In the first place my dQg 
was not in the room 
when the complainant was 
bitten; secondly he never 
bites J thirdly he has no 
teeth; and fourthly I ha- 
ven't any dog (at all). 



Either he will come this 
afternoon or he will send 
us a telegram. 

Our friend neither came nor 
did he even send us a 
telegram; 

He not only showed me the 
way hut also accompanied 
me to where the roads 
cross. 



HOW TO THINK IN SPANISH. 191 

12. Ya sea que no escribi6 Whether he did not write 

6 ya sea que se perdio or whether the letter was 

la carta, lo ci6rto es que lost, it is certain that I 

no la recibi. did not receive it. 

Que. 

The conjunction que is perhaps the most important 
connecting word in the language, because it forms, as it 
were, the link between outward actions and the thoughts, 
the emotions, and the will. In the following examples, 
the important thing to learn are the introductory phrases 
which precede que. Each one of them may be joined to an 
almost unlimited number of sentences by means of que. 

1. Le digo d V. que es una I tell you that it is a shame, 
vergiienza. 

Learn the examples so that you can supply the intro- 
ductory clause when the other one is given, as 
Oiven : Es una vergiienza. 
Required : Le digo & V. que es una vergiienza. 

2. Mi padre dice que vendra My father says (that) he will 
dentro de media hora. come within half an hour." 

Que cannot be omitted like that. 

Of course numerous similar phrases can be made by 
using other parts of the verb dedr and other subjects. 
The same is true of the verbs of the other introductory 
phrases given below. 

3. Confieso que hemos sido I confess that we have been 
enganados. deceived. 

4. Admito (or concedo) que I admit that I have made a 
me he equivocado. mistake. 

5. Us verdad que se lo he It is true that I promised it 
prometido. to him. 

6. Les aseguro d Vds. que no I assure you that 1 will tell 
lo dir6 & nadie. nobody. 



192 



HOW TO THINK IN SPANISH. 



7. 8dbemo8 que no puede ser. 

8. JEs cierto que no lo volve- 
r& 6, hacer. 

9. No cabe duda que hemes 
ganado una gran victoria. 

10. No dudo que tiene V. ra- 
z6n. 

11. Estoy seguro de ello. 

Ustoy seguro de que no ha 
querido ofendernos. 



We Jcnow that is cannot be. 

It is certain that he will not 
do it again. 

Thpre is no room for douit 
that we have gained a 
great victory. 

I have no doubt you are right. 

I am sure of it. 

I am sure that he did not 
mean to offend us. 



Observe here a common peculiarity. The phrase 
estoy seguro is followed by de before a noun or a pronoun, 
just as I am sure is followed by of before it. While in 
English of is omitted when it is replaced by a clause be- 
ginning with that, de is frequently retained in Spanish. 
The prepositions a, en etc. are treated in the sam« way. 



12. Us probable que tendre- 
mos manana buen tiempo. 

13. i No le parece d F. que 
va 6, Hover T 

A mi me parece que tiene V. 
raz6n. — Me parece que si. 
— Me parece que no. 



It is probable that we shall 
have good weather to- 
morrow 

Does nV it seem to you (DonH 
you think) that it is going 
to rain ? 

I think (that) you are right. 
— I think so — I think 
not. 



It is very common to double the pronoun : fi mi me 
parece, k nosotros nos parece, k V. le parece, k Vds. les 
parece, k 61 le parece, k ella le parece, k ellos les parece, k 
ellas les parece (it seems to me, to us, to you etc.). 

It seems that is cannot be 



15. Parece que no se puede 
remediar. 

16. ^ Ha olvidado V. que 
estamos comprometidos 
para las dosT 



helped. 

Have you forgotten that we 
have an engagement for 
two o'clock? 



HOW TO THINK IN SPANISH. 193 

17. |jVo se acuerda V. de DonHyou remember that I 
que le devolvl el libro hace returned the book to you 
tres dias ? three days ago ? 

18. Es que estoy muy ocu- The fact is that I am too 
pado para hacer visitas. busy to make calls. 

19. Apuesto dqneesehomhre Fll bet that man is coming 
viene & pedirme dinero. to ask me for money 

It is very common to leave out the word apuesto. 

20. A que caer&. Fll bet he will fall. 

PBESENTE DEL SUBJUNTIVO. 

The imperative given on P. 127 was in reality a part 
of a tense to which we shall give a Spanish name in order 
to avoid confounding it with an English tense of similar 
name with which it has little in common. 

The imperative (go home, come back to-morrow) is 
one way of expressing the will or desire of the speaker; 
but there are numerous other ways, as for example • 

Quiero que V. vaya k casa. I want you to go home. 

Deseo que vuelva V. ma- I desire you to come back 
nana. to-morrow. 

Es predso que esperen Vds. You must (it is necessary 
un momento. for you to) wait a minute. 

The English way is to use an infinitive (to go, to come, 
to wait a minute) j the Spanish way is 

I wish that you (would) go home 

I desire that you (should) come back to-morrow 

It is necessary tlvat you (should) wait a minute. 
The verbs V, vaya, Y, vuelva, Vds. esperen are in the Pre- 
sente del Subjuntivo which has the same form as the Imper- 
ative on P. 128. Review the Imperative and then make 
yourself familiar with the preceding way of expressing 
will and desire by practicing the following exercises. 

Exercises. 1. Turn to Escribir una carta, P. 124, and 
begin each sentence with the words Quiero que. Pattern : 



194 HOW TO THINK IN SPANISH 

Quiero que se siente V. & sn escritorio (I wish you to sit 
down at your desk). 

2. Turn to Par la manana, P. 131, and imitate the 
pattern: Deseo que abra V los ojos (I want you to open 
your eyes) with the first 15 sentences. With the rest 
imitate : Es preciso que tomen Vds. un bano (you must 
take a bath). 

The other persons. In the Fresente del Subjuntivo we 
are not confined to the second persons as in the impera- 
tive. Learn the following examples of all the persons. 

Es preciso que tome un bano I must take a bath 

es preciso que tomemos un we must take a bath 
bano. 

es preciso que tome V. un you (sing.) must take a bath 
bano. 

es preciso que tomen Vds you (plur.) must take a bath 
un bano 

es preciso que Pepe tome un Joe must take a bath 
bano 

es preciso que tome un bano he must take a bath 

es preciso que tomen un they must take a bath, 
bano. 

The literal meaning is : It is necessary that I should 
take a bath, that we should, that you should, etc. 

In case of ambiguity the pronouns yo, 61, ella, elloSy 
eUas may be used before or after the verb (queyo tome, or 
que tome yo, etc.). 

Derivation. You can easily form the presente del 
subjuntivo from the imperative. Examples : 

Imperatiyb. Presents del Subjuntivo. 

Qaeyo qneooflotrM qaeV. or qae 61 qoe Vds. or que ellos 

TomeV. tome tomemos tome tomen 

Meta meta metamos meta metan 

SubaV. suba subamos suba suban 

The endings have the same vowel as in the imperative. 



HOW TO THINK IN SPANISH. 195 

Cierre V. cierre cerremos cierre cierren 

Vuelva V. vuelva volvamos vuelva vuelvan 

Verbs like cerrar and volver^ which change e and o to ie 
and ue, return to e and o in syllables that are not emphatic. 

The only exceptions occur in verbs like sentir and 
dormir which sometimes change e to i and o to n (compare 
Oerundio, P. 154, and Preterito Historico, P. 164). 

SientaV. sienta sintamos sienta sientan 
Duerma V. duenna durmamos duerma duerman 

Exercises, 3. Turn to Una Hoja de Papelj P. 91, and 
imitate the pattern : 4 Quiere V. que (yo) coja una hoja de 

papel ? by beginning each sentence with j Quiere V 

and using the first pers. sing, of the presente del subjuntivo. ' 

Learn also the useful equivalent He de : 

i He de coger una hoja de Am I to (=do you want me 
papel 1 to) take a sheet of paper? 

Imitate this pattern with the same sentences. 

4. Turn to JSl Idhro, P. 115, and imitate the pattern : 
J Quiere V. que vayamos al estante ? 

Also ^Hemos de ir al estante? 

5. Turn to JEscriUr, P. 121, and imitate : ; Es preciso que 
los muchachos tomen la pluma en la mano f Omit 7 and 9. 

ADDITIONAL EXAMPLES. 

The presente del subjuntivo is a very important feature 
not only of the literary language but also of every-day 
Spanish, and it should be thoroughly mastered. Attention 
is called to the fact that it reverses the vowel of the present 
indicative ending, having a in the place of e and e in the 
place of a. Take the verb estudiar for an example: 

El maestro dice que Rita The teacher says that Maggie 
estudia con diligencia studies diligently. 

El maestro dice que Rita The teacher says that Maggie 
estudie con diligencia, should study diligently. 



196 



HOW TO THINK IN SPANISH. 



The following examples contain numerous useful 
phrases expressing or implying will or desire. They 
should be practiced until it becomes natural to use the 
presents del subjuntivo after them. 



1. El general manda que se 
cieiTcn las puertas a las 9. 

2. Mi padre dice que no va- 
yamos alii. 

3. DispandrS que los coches 
estSn aqui al amanecer. 

4. Les dbligari & que acep-^ 
ten. 

5. 8e empenan en que coma- 
mos con ellos. 

6. Ella se opone & que sus ni- 
nos jueguen con los mios. 

7. El maestro ha prohiUdo 
que subamos la escalera 
corriendo. 

8. Voy & impedir que se 
haga dano. 

9. JSs menester que descanse 
un rato. 

10. Us necesario qvLetrsAysQe- 
mos dia y noche. 

11. JJstd Men que le d6 V. 
su retrato. 

12. Importa que envie V. 
este lio cuanto antes. 

13. Es tiempo (de) que vol- 
vamos k casa. 

14. Prefiero que el mucha- 
cho no lea ese libro. 

15. Mejor es (or mds vale) 
que nos quedemos en casa. 



The general commands that 
the gates be closed at 9. 

My father says that we 
should not go there. 

I mil arrange to have the 
carriages here at day- 
break. 

I mill oblige them to accept. 

They insist on our dining 
with them. 

She objects to her children's 
playing with mine. 

The teacher has forbidden 
our running upstairs. 

I am going to prevent him 
from hurting himself. 

I must rest a while (it is 
necessary). 

We must work day and 
night. 

It is proper for you to give 
him your photograph. 

It is important that you 
should send this package 
as soon as possible. 

It is time for us to go home. 

I prefer that the boy should 
not read that book. 

It is better for us to stay at 
home. 



HOW TO THINK IN SPANISH. 



197 



16. Les aconsejo & Vds. que 
no se expongan & ese pe- 
ligro. 

17. hepedirS que me com- 
ponga un poema para la 
boda. 

18. Martin y Compania pi- 
den que les enviemos en 
seguida cien pacas de al- 
god6n. 

19. Mi padre me hapedido 
que le d6 & V. memorias 
de su parte. 

Three examples are given to show the use of pedir^ to 
ask a person to do something. Preguntar means to ask a 
question for the sake of the reply. 



I advise you not to expose 
yourselves to that danger. 

I mil asJc him to compose me 
a poem for the wedding. 

Martin & Co. asJc us to send 
them at once one hundred 
bales of cotton. 

My father has asJced me to 
give you his regards. 



20. Senor doctor, mi madre 
le mega & V. que venga & 
verla cuanto antes. 

21. Permitame V. que vea 
su programa - que le haga 
una pregunta-que le pida 
un favor. 

22. D^jeme Y. que sal^ — 
que me siente un ratito — 
que le ayude . 



Doctor, my mother requests 
you to come and see her 
as soon as possible. 

Alloiv me (permit me) to see 
your programme — to ask 
you a question — to ask a 
favor of you. 

Let me go out— sit down a 
little while — help you. 



LET US. 

The first person plural of the presetite del subjuntivo 
corresponds to the common phrase let us. Thus, suiamos 
means " let us go upstairs '' j volvamos a casaj let us return 
home ; envi4mosle el dinero, let us send him the money. 

This form may be regarded as a kind of imperative in 
which the speaker includes himself in the command. 

With reflexive verbs the s is dropped when nos is 
appended^ as sentimonoSj let us sit down; apresiiremonos, 



198 HOW TO THINK IN SPANISH. 

let US htftry up ; vistdmonos, let us dress ourselves; no nos 
sentemos, let us not sit down. 

The verb ir diflEers from the presente del subjuntivo 
(vayamos) by having vamos, let us go ; vdmonos, let us go 
away. There is no other exception. 

LET. 

Frequently let introduces a kind of imperative which 
does not mean permit or allow like No. 22. Examples : 

I Que muera I Let him die I 

i Que venga en seguida ! Let him come at once ! 

j Que me dejen en paz I Let them let me alone ! 

i Que se abran las puertas ! Let the doors be opened ! 

The idea is that quiero or deseo is understood before 
such sentences. 

Exercise. Every one of the 22 sentences which precede 
implies an imperative. In 1 we may imagine that the 
general said: Que se cierren las pmrtas, or Cierren Vds. las 
puertas; in 3 some one may have said : Cocheros (drivers), 
estSn Vds. aqui al amanecer; in 8 : No se haga Y. dano. 

Find the imperative corresponding to each sentence 
and write it down. Then try to recompose the original 
or similar sentences from your imperatives. 

Other Uses. The presente del suljuntivo has several 
other uses. 

I. It follows expressions of emotion, such as gladness, 
sorrow, hope, fear, surprise, indignation. 

1. Me alegro de que V. est6 I am glad that you are rest- 
restablecido. ored to health. 

2. Siento que su padre de V. I am sorry that your father 
est6 enf ermo. is sick. 

3. Espero que no sea asi. I hope it is not so. 

4 Temo que le enganen. J/ear they are Receiving him, 



HOW TO THINK IN SPANISH. 



199 



5. Tengo miedo & que nos 
sorprenda. 

6. Extrano que viva adn. 

7. Es una Idstima que suce- 
dan cosas semejantes. 

8. Es una vergiienza que ten- 
gamos calles tan sucias. 



I am afraid he will surprise 
us. 

I am surprised that he still 
lives. 

It is a pity that such things 
(should) happen. 

It is a shame that we have 
such dirty streets. 

II. It is used in speaking of imagined persons and 
things. Thus, in the sentence "I am looking for a man 
who can speak Latin/' the man mentioned is a mere 
creation of the speaker's mind. He is not a real person. 
Now, the Spanish idea is, that of such persons (and things) 
no positive assertions can be made. Hence they put the 
clause " who can speak Latin " into the presente del sub- 
juntivo and say 

1, Busco un hombre que sepa hablar latin. 

Compare this with 

Mi maestro sahe hablar latin. My teacher can speakLatin. 

There are frequent occasions in actual life for observ- 
ing this distinction. 



2. Voy & comprar un reloj 
que indique los segundos. 

3. Quisiera ir & un pais en 
donde se pegue la salud en 
lugar de la enf ermedad. 

4. No estoy acostumbrado 
& que nadie juegue con- 
migo. 

5. No lo dar6 sino k quien 
lo merezca. 



1 am goin^ to buy a watch 
which indicates the sec- 
onds. 

I should like to go to a 
country where health is 
catching instead of disease. 

I am not used to have any- 
body trifle with me. 

I will not give it except to 
one who deserves it. 

There is no one who doubts it. 



6. No hay quien lo dude. 

The idea expressed in the last three examples by 
nobody J not — anybody , no onCj belongs to the category of 



200 HOW TO THINK IN SPANISH. 

ft 

"imagined persons." Something, nothing, are similarly 
treated. 

7. Si Yds. reparan eu Algo If jrou notice anything that 
que no sea de su gusto, t5 not to your liking, men- 
diganlo. tion it. 

8. Nada dir6 quepuedaoten- I shall say nothing that can 
derle. (might) offend him. 

9. No hay mal que cien anos There is no ill that lasts f or- 
dure. ever. 

III. The idea of uncertainty , which is involved in 
statements about imagined persons and things, is the 
foundation of so large a number of expressions that only 
a few examples can be given. The rest must be left to 
observation and practice. 

1. 1 Espera V. que Uegue hoy Do you expect your brother 
su hermano 1 to arrive to day t 

2. Dudo que Uegue. I doubt whether he will 

arrive. 

3. Quizds (or talvez) sea asl. Perhaps it is so. 

4 Hare lo que pueda. I will do what I can. 

5. Haga V lo que quiera. Do what you will. 

The uncertainty which attaches to the future is often 
expressed in the Spanish language by the use of the 
presente del subjuntivo as in some of the above examples. 
Other examples will be found under the conjunctions 
cuando, mientras, hasta que, antes que, etc. 

PEBFECTO DEL SUBJUNTIVO, 

The presente del subjuntivo corresponding to 
He, hemoSy ha and han 
is Haya, hayamos, haya " hayan. 

When combined with the perfect participle, the latter 
forms give us the perfecto del s-ulrjuntivo which is used in 
the same way as the presente. 



HOW TO THINK IN SPANISH. 



201 



Learn the following examples. 



1. Perdone V. que (yo) haya 
venido tarde. 

2. Niego que lo hayamos 
heeho. 

3. Me dlegro de que V. haya 
sido nombrado secretario. 

4. Siento que Vds. no hayan 
recibido la invitaci6n. 

5. Es una Idstima que no 
haya venido. 

6. No creo que ella haya di- 
chb eso. 

7. Usmuye^ctranoquehekysji 
obrado asi. 

8. Tenia que hayan sido sor- 
prendidos. 



Pardon me for coming late 
(that I have come late). 

I deny that We have done it. 

I am glad that you have 
been appointed secretary. 

I am sorry you did not re- 
ceive the invitation. 

It is a pity that he has not 
come. 

I don't believe that she said 
that. 

It is very strange that they 
have acted so. 

I fear they have been sur- 
prised. 



Ouando. 



Learn the following sentence: 

Cuando llegue k easa ano- When I arrived at home 
che, encontre un telegra- last night, I found a des- 
ma de mi socio. patch from my partner. 

In such sentences the clause with cuando can frequently 
be replaced by an infinitive with al: 



1. Alllegar &. casa anoche 
encontr6 un telegrama. 



On arriving home last night, 
I found a telegram. 



2. Al bajarse el tel6n todos When the curtain fell, all 



aplaudieron. 

3. Al ver al policia los mu- 
chachos se escondieron. 



applauded. 

On seeing the policeman, 
the boys hid themselves. 



Exercise, Change 2 and 3 so as to begin with cuando, 
when. 



202 HOW TO THINK IN SPANISH. 

FORMA PBOGBESIVA DEL PASADO. 

In the sentence : — " Last night when we went home, 
we saw a fire," the verb went may be changed to were going, 
but saw cannot be changed to were seeing. Try both 
substitutions separately and note the eflEect. 

It follows that there are two ways of representing 
past occurrences; that we are not always particular to 
make the distinction in English ; but that we use the past 
tense {went, saw, wrote, came) both for actions in progress 
and for those which are not. 

In Spanish this distinction is always made and there is 
a special tense for actions in progress which we shall 
Gall forma progresiva del pasado. It is formed from the 
infinitive. 



Infinitive. 




Forma progresiva del pasado. 






yo 


nosotros 


V. or 61 Y. or ellos 




Cerrar 


cerraba 


cerr&bamos 


cerraba cerraban 




Meter 


metia 


nietiamos 


metia metfan 


• 


Subir 


subia 


subiamos 


subia subian 





Infinitives change the ending ar to aba etc.; and er 
and ir to (a etc. 

There are only three exceptions : 

Ser era ^ramos era eran 

Ver veia velamos vela veian 

Ir iba ibamos iba iban 

Be careful to emphasize the proper syllable, especially 
in the first person plural. 

Exercises. 1. Form the first person singular of all 
the verbs used in Por la Manana, P. 131. 

2. Form the first person plural of all the verbs used 
in ViajaVy P. 169. 

3. Begin all the sentences of M Oato, P. Ill, with 



HOW TO THINK IN SPANISH. 203 

the words Cuando vino mi amigo, when my friend came, 
and change the verbs. Pattern : 

Cuando vino mi amigo, (yo) When my friend came, I was 
Uamaba el gato. calling the cat. 

4. Begin all the sentences ot ElIAbro, P. 115, with 
Cuando volvio mi padre and use the first person plural as 
in the pattern : 

Cuando volvi6 mi padre, When my father came back, 
ibamos al estante de li- we were going to the book 
bros. case. 

5. Turn to U$cribif% P. 121, and begin each sentence 
with the useful phrase iba A, I was going to. Pattern : 

Iba & tomar la pluma en la I was going to take my pen 
mano. in my hand. 

6. Turn to Ir d la escuela, P. 173, and begin with 
Pensaba, I intended to. Pattern : 

Pensaba atar mis libros con I intended to strap up my 
una correa. books. 

7. Turn to En la Escuela, P. 174, and begin with 
Solia, I used to. Pattern : 

Solia entrar, I used to go in. 

The farma progresiva itself is also used to express 
customary actions : 

Cuando vivia en Paris, me When I was living (used to 

levaMaha todos los dias k live) in Paris, I used to get 

las 7. tomaha el desayuno up every day at 7, (used 

en micuarto. Ze/a el peri6- to) take my breakfast in 

dico, visitaha los museos my room, (used to) read 

etc. the paper, (used to) visit 

the museums etc. 

The following expressions of time naturally accom- 
pany this form. 

Anos atrds lo hacian asl. Ytars ago they used to do it 

that way 



204 HOW TO THINK IN SPANISH. 

Antes or antiguamente usa- Formerly they used oil to 
ban aceite para alumbrar. light with. 

Habfa vez y vez un rey. Once upon a time there was 

a king. 

Another Way, Progressive action in the past may also 
be expressed by means of estdhaj estdhamos, estdban with 
the gerundio ; as 

Estaba escribiendo enando I was writing when you 
entr6 V. came in. 

Review the Forma Progresiva del Presente, P. 154, and 
change estof/, estd, estamos, estdn, intp estaba, estdha^noSj 
estdban in all the examples. 

With verbs of motion use iba, ibamoSy etc.; as 

Iba subiendo la escalera or I was going up stairs, 
subia la escalera. 

Exercise. Turn to Durante la Comida, P. 138, and 

imitate the pattern : 

Estaba sentandome & la I was sitting down to the 
mesa. table. 

Learn the following sentence. 

Estaba durmiendo la siesta^ I was taking an afternoon 
de repente me despert6 un nap j suddenly a terrible 
ruido terrible. noise awakened me. 

NoTE. When uncertain future time is referred to, use thejprc- 
sente a,n6. perfecto del subjunttvo with cuando. 

Le pagare k V. cuando I will pay you when I come 
vuelva, back. 

Cuando llegue el momento When the time comes we 
debemos estar listos. ought to be ready. 

Cuando vea V, k su padre When you see your father 
dele esta carta, give him this letter. 

Cuando V. haya sacado sus Wlien you have done your 
cuentas ens6nemelas. examples, show them to 

me. 



How TO THIKK IK SPANlSfl. 



205 



Compare these sentences by way of contrast with the 
following examples, in which the present indicative is used, 
because the idea of uncertain future time is not involved. 

Cuando no tengo dinero no When I have no money I 
puedo pagar. cannot pay. 

Est& de muy mal humor He is in a very bad humor 
cuando estd enfermo. when he is sick. 

Despu6s que. 

Learn the following patterns : 
1. Poco despu6s que su pa- Shortly after your father 



dre de V. se hubo mareha- 
do, un mandadero trajo 
este Ho. 

2. Poco despu6s que su pa- 
dre de V. se march6, un 
mandadero trajo este lio. 



had gone away, a messen- 
ger brought this package. 

Soon after your father 
went away, a messenger 
brought this package. 



These examples show that despuis que is used either 
with the pret^rito histdrico {se marchS) or with its compound 
{se hubo marchado). The latter we shall call 

PEET^BITO COMPUESTO, 

The preUrito compuesto consists of the pretMto histdrico 
of haber {hube, hubo, hubimos, huUeron) joined to a parti- 
ciple. 



Despu^s que hube visto la 
procesi6n, tom6 el tren 
para Barcelona. 

Despu6s que hubo dicho 
esto, desaparecid. 

Despu6s que hubimos pasa- 
do el rio, preguntamos 
por el camino. 

I Qu6 hicieron Vds. despu6s 
que hubieron llegado al 
hotel T 



After I had seen the proces- 
sion, I took Hie train for 
Barcelona. 

After she had said that, she 
disappeared. 

After we had crossed the 
river, we asked our way. 

What did you do after you 
had arrived at the hotel T 



y 



206 HOW TO THINK IN SPANISH. 



There are several other ways of expressing the same 
thought : 

1. Using the simple pret6rito as in the second pattern. 

2. Substituting caando for despuSs que. 

3. Omitting despuSs and putting the participle before 
que. Pattern : Visto que hube la procesi6n, tome el tren 
para Barcelona. 

4. Using despu4s de with the infinitive. Pattern : Des- 
pu6s de ver la procesi6n, tom6 el tren. 

5. Using despuSs de with the compound infinitive 
(Aa6er4- participle). Pattern : Despues de haber visto la 
procesi6n, tome el tren. 

6. Omitting haber from the last pattern and making 
the participle agree with the noun : Despu6s de vista la 
procesi6n, tom6 el tren. 

7. Using the gerundio with en. Pattern : En viendo 
la procesi6n, tom6 el tren. 

8. Using haUendo with a participle. Pattern : Ha- 
biendo visto la procesi6n, tom6 el tren. 

Exercises. Imitate these patterns with the other 
examples given on the preceding page. 

Further practice can be had by combining the senten- 
ces of El Libra, Ir d Acostarse, Una Tertulia, For la Ma- 
wawa, etc.; as for example: Despu6s que fui al estante, 
escogi un libro; despues que escogi el libro, lo saqu6. In 
the same way combine the 3<* and 4*^, the 4*^ and 5*^ etc., 
omitting such as do not make good sense. 

Note. Tho preUrito compuesto is nsed only after cuando, des- 
pues que and a few other conjunctions given in the following pages. 
When there is no conjunction, the auxiliary had is habia : 

Me lo habia dicho, pero no He had told me so, but I 
lo crei. did not believe it. 



»? 



HOW TO THINK IN SPANISH. 



207 



Si. 



Next to que the most useful conjunction is si. Leari^ 



the following examples. 

Si V. no puede comer con 
nosotros, envienos un te- 
legrama. 

Si el muchacho ha roto el 
vidrio, tiene que pagarlo. 

Si Vds. no se levantan en 
seguida perder&n el tren. 

Si la nina estuvo en el baile 
de la infanta, nos escribi- 
T§k una carta interesante. 



If you. cannot dine with us, 
send us a telegram. 

If the boy has broken the 
window pane, he must 
pay for it. 

If you do not get up at once 
(unless you get up), you 
will miss the train. 

If the girl was at the In- 
fanta's ball, she will write 
us an interesting letter. 



CONDITIONAL SENTENCES. 

Iq English it is a very common form of expression to 
say that '• somebody would do thus and so " under certain 
conditions; as for example : — " My brother would Imy this 
house, if he could raise the money." Observe that we 
may infer from this, that the condition, '* if he could raise 
the money,'^ is not realized; in other words, that he 
cannot raise the money. The following examples will 
show that there is a special kind of sentence for such 
expressions. The Spanish verb form corresponding to 
' would buy is called the conditional mood, and the condition 
if he could raise, on which it depends, is expressed by si 
with the imperfecto del suljuntivo. Thus, the above sen- 
tence would be : 

Mi hermano compraria esta casa, ^ipudiese juntar el 
dinero. 

Two new verb forms must therefore be learned. 



208 



HOW TO THINK IN SPANISH, 



CONDITIONAL MOOD. 



Review the future tense, P. 118. Then, to derive the 
new form, change the future endings 



into 
Examples:^ 



efHos 
iamos 



d 
{a 



dn 
ian. 



Future. 

Comprar^. 

Meters. 

Subir6. 



Compran'a 

Meterla 

Subirla 



Conditional. 

nosotros Yd., 61 Yds., ellos. 

comprarfamos compraria comprarfan. 

meteriamos meteria meterian. 

subirlamos subirla sabirlan. 



There is no exception. 

Be careful to emphasize the proper syllable, especially 
in the first person plural. 

Exercise, Form the conditioned corresppnding to the 
12 verbs on P. 118. 



IMPEBFECTO DEL SUBJUNTIVO. 

Review the preUrilo histdrico, P. 162, especially the 
third person singular. Then, to derive the first person 
singular of the imperfecto del suhjuntivoy proceed as follows. 

1. Change the ending 6 (accented) to ase: 

Peeterito 3* Singular. Imperf. Subj. 1* Singular. 
61 compro si yo comprase 

el bajo si yo bajase 

el amenazo si yo amenazase 

2. Change the ending o (unaccented) to iese: 

el supo si yo supiese 

61 estuvo si yo estuviese 

61 q.uiso' si yo quisiese 



HOW TO THINE IN SPANISH. 209 

3. Change the ending i<} to iese: 

61 meti6 si yo metiese 

&. subi6 si yo subiese 

61 sirvi6 si yo sirviese 

61 durmi6 si yo dnrmiese 

61 di6 si yo diese 

Apparent exceptions are the verbs having 6 (accented) 
instead of id because i is unnecesary after y, n, II, (see 
P. 163). In these, d changes to ese: 

61 cay6 si yo cayese. 

The same is true otj before unaccented o, as in dijo, 
condujo, trajoj which make dijese, condujese, trajese. 
The only real exception is 

61 f u6 &i yo f uese 

Exercise. Turn to Pretfrito Hist&rico and fonn the 
first person singular of the new tense corresponding to 
all the verbs given on pages 162 to 168. 

Having formed the first person singular, the other 
persons are as follows : 

Si nosotros comprasemos, si V. comprase, si Vds. com- 
pra^en, si 61 compra^e, si ellos compra^en. 

Si nosotros ^u^ihemoSj si V. sup/ese, si Vds. supiesen, 
si 61 BVLpiese, si ellos supte^en. 

Si nosotros Qa,y4semos, si V. eayese, si Vds. cayesen, si 
61 cayese, si ellos csiyesen. 

Be careful to emphasize the proper syllable, especially 
in the first person plural. 

Exercises. 1. Turn to Escribir, P. 121, and change to 
the conditional. Pattern : 

Tomarla la pluma en la ma- I should take my pen in my 
no, si V. lo quisiese. hand, if you wished it. 

Finish each sentence with 5* F. lo quisiese. 

2. Turn to EscriUr una Carta, P. 124, and imitate 



210 



HOW TO THINK IN SPANISH. 



the pattern: Nos sentariamos k nuestros escritorios si 
Vds. lo quisiesen. Omit 7 and 9. 

3. Turn to Par la Mafiana, P. 131, and change to the 
imperfecta del subjuntivo, beginning each sentence with si 
and finishing each sentence with the question i quS diria 
V,f Pattern: 

Si abriese los ojos, ^ qu6 If I opened my eyes, what 
diria Y.I would you say 1 

4. Turn to Ir d Acostarse, P. 159, and imitate the 
pattern:^ 

Si subi^semos k nuestro If we went up to our room, 
cuarto, J qu6 harian Vds ? what would you do ? 

Omit the last sentence. 



ADDITIONAL EXAMPLES. 



1. i Iria V. si yo f uese ? 

2. 4 Si V. fuese rico, soco- 
rreria & los pobres 1 

3. Si estuviese en su lugar 
no haria eso. 

4. Oiriamos mejor si no hu- 
biese tanto ruido en la 
calle. 

5. 4 Qu6 haria V. si estuvie- 
se en Madrid y no supiese 
hablar espanol ? 

6. Si el vaso cayese en el 
suelo iqu6 sucederia? — 
Se romperla. 

7. No podria, aun si qui- 
siese. 

8. No querria aun si pu- 
diese. 

9. ^Qu6 me daria V. si le 
dijese un secreto ? 



Would you go, if I went ? 

If you were rich, would you 
help the poor! 

If I were in his place, I 
should not do that. 

We should hear better, if 
there were not so much 
noise in the street. 

What would you do, if you 
were in Madrid and did 
not know how to speak 
Spanish ? 

If the glass fell on the floor, 
what would happen! — It 
would break. 

I could not even if I would. 

I would not even if I could. 

What would you give me if 
I told you a secret ! 



HOW TO THINK IN SPANISH. 



211 



If he did that, she would 
never forgive him. 

If the |)resident should die, 
the vice president would 
be president. 

What would take place if 
an irresistible force met 
an immovable body! 



10. Si hiciese eso, nunca se 
lo perdonaria ella. 

11. Si el presidente muriese, 
el vice presidente seria 
presidente. 

12. 4Qu6 sucederia si una 
f uerza irresistible encon- 
trase con uncuerpoinm6- 
vilT 

The imperfecta del subjuntivo is also used with que as 
an indirect imperative after expressions of will or desire, 
when these expressions are in a past tense or in the con- 
ditional mood. Turn to Additional Examples of the pre- 
sente del subjuntivoy P. 195, where the introductory expres- 
sions are in the present or future, and change as follows : 

El general manda que se El general mando que se 
cierren las puertas k las 9. cerrasen las puertas a las 9. 

In the other sentences use the verbs: — 2 dijo or habia 
dicho, 3 dispondria, 4 obligaria, 5 se empenaron, 6 se 
oponia, 7 prohibi6 or habia prohibido, 8 iba & impedir, 
9 era, 10 era, 11 convenia, etc. and change the verb 
following que into the imperfecto del subjuntivo. 

Turn also to Other Uses, P. 198, and make the same 
changes. 

Compound Conditional Sentences are formed by using 
the auxiliaries habria and hubiese with participles. 

Mi hermano habria compra- My brother would have 



do esta casa, si hubiese po- 
dido juntar el dinero. 

Wellington habria sido de- 
rrotadoy si Bliicher no hu- 
biese llegado^ 

Si no hubiesemos estado alii, 
habria ocurrido mayor des- 
gracia. 



bought this house, if he 
had been able to raise the 
money. 

Wellington would have been 
defeated, if Bliicher had 
not arrived. 

If we had not been there, a 

freater misfortune would 
ave occurred. 



212 HOW TO THINK IN SPANISH. 

Exercises. 1. Change the preceding AeZdt^fonaZJESraw- 
ples from simple to compound. The first one will be: 

I Habriaido V. si yo hubiese Would you have gone, if I 
idot - had gone t 

2. Turn to EscriUr uiia Carta, P. 124, and imitate: 

Nos habriamos sentado 6 We should have sat down 
nuestros escritorios, si V. at our desks, if you had 
lo hubiese querido. wished it. 

Finish each sentence with the words si V, lo hubiese 
querido, 

NOTB. The compound oonditional is often replaced by the shorter 
forma progresiva delpasado : 

Si mi hermano hubiese podido If my brother had been able to 
Juntar el dinero, compraba esta raise the money he would have 
casa. bought this house. 

The compound of hubiese with a participle is frequently 
replaced by a peculiar form consisting of d with haber, 
serj estar and a participle, especially in negative sentences. 

A no haber llegado Bliicher, Wellington habria side 
derrotado. 

A no estar yo alii, habria ocurrido mayor desgracia. 

A no ser por V. no habria If it were not (or had not 
venido. been) for you, I should 

not have come. 

A haberlo advertido su pa- Ifhisfatherhadnoticedit,he 

dre, le habria castigado would have punished him. 

Other Uses of 8L When si begins a question, words 

like quisiera saber, I should like to know, or I wonder, are 

often understood : 

4 Si Uoverd esta tarde 1 I wonder if it will rain this 

afternoon. 

When si begins an exclamation, it often corresponds 
to the English exclamation why I or the fact is. 

Si no he recibido la carta. Why, I did not receive the 

letter. 



HOW TO THINK IN SPANISH. 213 

Do not mistake si for si which means yes and is used 
to strengthen exclamiations. 

I Esto si qne es magnifico ! This is really magnificent ! 

For 5i= whether, see P. 24L 

FORMA BEEMPLAZANTE. 

There is a verb form which may be substituted for 
the conditional and also for the imperfecta del suhjuntivo. 
We shall call it the forma reemplazante. Example : 

Si el vaso cayese en el suelo Si el vaso cay era en el suelo, 
se romperia. se rompiera. 

It may also be derived from the third person singular 
of the preUrito Jiistorico. Proceed as follows: 



1. 


Change 


) 6 


to 


ara; 


compr6 


comprara 


2. 


V 





to 


iera; 


supo 


supiera 




V 


Jo 


to 


jera; 


dijo 


dijera 


3. 


9J 


i6 


to 


iera; 


sirvi6 


sirviera 


4. 


>? 


yd 


to 


yera; 


cay6 


cayera 




ff 


Ho 


to 


llera; 


bull6 


buUera 




Jf 


no 


to 


nera; 


tan6 


tanerq,. 


5. 


J» 


fu6 


to 


fuerd. 







Exercise. Change all the verbs given under PreUrito 
Sistdrico into the new form. 
All the persons: 

yo nosotros V. or ^l Vds. or ellos 

comprara compr&ramos comprara compraran 
supiera supi6ramos supiera supieran 
dijera dij6ramos dijera dijeran. 

A conditional sentence may therefore be expressed in 
four ways : 

1. Si el vaso cayese, se romperia. 

2. Si el vaso cayera, se romperia. 

3. Si el vaso cayese, se rompiera. 

4. Si el vaso cayera, se rompiera. 



214 HOW TO THINK IN SPANISH. 

Exercise. Say each of the Additional Examples on 
P. 210, in these four ways, but do not use the fourth 
when both verbs would have exactly the same ending. 

By the aid of the auxiliary huhiera, a compound con- 
ditional sentence may also be said in four ways : 

1. Si el vaso hubiese caido, se habria roto. 

2. Si el vaso hubiera caido, se habrf a roto. 

3. Si el vaso hubiese caido, se hubiera roto. 

4. Si el vaso hubiera caido, se hubiera roto. 
Exercise, Change the Additional Examples into com- 
pound conditional sentences by imitating these patterns. 

Further practice in tho/orma reemplazante can be had by 
repeating the exercises on P. 209 and 210 with this form. 

WISHING. 

The imperfecta del suhjuntivo and its substitute are 
also used in wishing. Learn the following examples. 

I Si tuviese solamente un ca- If I only had a horse ! 
ballo! 

I Si hubiese tenido un ca- If I had had a horse ! 
ballo ! 

i Si estuviese en Espana ! If I were in Spain ! 

I Si hubiese estado alii ! If I had been there ! 

^ Si supiese hablar espanol ! If I knew how to speak 

Spanish ! 

/ Ojald cesase la guerra ! Would that the war were 

over! 

; Ojal& hubiese obedecido 4 Would that he had obeyed 
su padre ! his father ! 

jQuisiera Dios que asl fuese! Would God that it were so ! 

/ Quihi tuviese un jardfn se- I wish I had such a garden ! 
me j ante! 

I Qui6n pndiese escribir un I wish I could write so in- 
libro tau interesante ! teresting a book ! 

Say the same sentences with the forma reemplazante. 



HOW TO THINK IN SPANISH. 215 

Learn also the following : 

/ Ojald (or quiera Dios que) God grant that it may not 
no saiga asi ! turn out thus 1 

Come si. 

Learn the following pattern : 

1. Ella parece como si estu- She looks as if she were ill. 
viese {or estuviera) mala. 

2. Ella parece como sihu- She looks as if she had been 
biese (or hubiera) estado ill. 

mala. 

Connect in the same way: 

De repente (suddenly) se levant6 — i se le habia ocu- 
Irido una idea f 

Antes que or Antes de que. 

Learn the following patterns : 

1. Todo estar& arreglado Everything will be arran- 
antes (de) que V. vuelva. ged before you return. 

2. Queria arreglarlo todo I wished to arrange it 
antes (de) que V. volviera all before you returned 
{or volviese). (should return). 

3. Todo estaba arreglado Everything was arranged 
antes (de) que V. volvi6. beiore you returned (did 

return). 

4. Suele tomar el caf6 antes He is in the habit of taking 
que se levanta. his coif ee, before he rises. 

5. Solfa tomar el caf 6 antes He used to take his coffee 
que se levantaba. before he rose. 

In Pattern 1 observe the use of the presents del sub- 
juntivo after antes que, because uncertain future time is 
involved in the clause antes {de) que F. vuelva. In N® 2, 
the clause antes {de) que F.roZviera also involves uncertain 
future time with reference to queria; but as queria is in 



216 HOW TO THINK IN SPANISH. 

the past, the imper/ec^o del subjuntivo (or its substitute) 
follows it. The uncertainty involved becomes apparent 
when we compare N? 2 and N® 3. In the latter, the clause 
antes que V. volvid refers to an actual occurrence; in N? 2 
we are left in uncertainty whether the person spoken to 
did or did not return. Antes {de) que V. volviera is an 
imagined occurrence. 

In 4 and 5 the actions are represented as customary 
and not uncertain. 

When both clauses have the same subject, antes de 
with the infinitive may be used: 

Quisiera concluir esta tarea I should like to finish this 
antes de acostarme (or an- task before going to bed 
tes que me acueste). {or before I go to bed). 

Another way of connecting the two clauses is : Voy k 
acostarme, pero antes (but before) quisiera concluir esta 
tarea. 

Exercises. 1. Turn to Ir a Acostarse, P. 159, and 
combine sentences according to the pattern : 

Encienda V. el f 6sf oro antes Light the match before you 
que abra la Have del gas. turn on the gas. 

Omit those which do not make good sense. 
. 2. Imitate the pattern : 

jEncenderia V. el f 6sforo Would you light the match 
antes que abriera la Have before you turned on the 
del gas ? gas f 

3. Imitate the pattern : 

4Encendi6 V. el f6sforo an- Did you light the match 
tes que abri'6 la Have del before you turned on the 
gas? gas! 

4. Substitute infinitive clauses like antes de abrir la 
Have del gas in Exercises 1, 2 and 3. 



HOW TO THINK IM SPANISH. 



217 



Mientras. 



Learn the following patterns : 



1. To liar6 las maletas, 
mientras V. saiga & bus- 
car nn expreso. 

2. Pensabahacer las male- 
tas, mientras V. buscase 
{or buseara)un expreso. 

3. Yo hacia las maletas, 
mientras mi amigobusca- 
ba un expreso. 

4. To hice las maletas, mien- 
tras mi amigo buseaba 
im expreso. 

5. Mientras decla esto se 
puso & llorar. 

6. Ana tiene que quedarse 
en casa, mientras su ber- 
mana va al teatro. 

7. No volver6 & ir alii mien 
tras viva. 

8. Dijo que no volveria & 
ir alll mientras viviese 
{or viviera). 



I will pack the trunks, while 
you go out to look for an 
expressman. 

I intended to pack the 
trunks, while you looked 
for an expressman. 

I was packing the trunks, 
while^ my ^friend was 
looking for an express- 
man. 

I packed the trunks, while 
my friend looked for an 
expressman. 

While he was saying this 
he began to cry (weep). 

Anna has to stay at home, 
while her sister goes to 
the theatre. 

I shall not go there again 
as long as (while) I live. 

He said he would not go 
there again as long as he 
lived. 



Notes. — Observe the use of the subjuniivo in 1, 2, 7 
and 8 for the same reasons as those given under Antes 
que. Nos. 3, 4 and 5 refer to actual past occurrences. 
N? 6 expresses a contrast ; the actions are represented as 
customary and not uncertain. 

In 3, 4 and 5 the two component sentences might have 
been connected by means of the words y al mismo tiempo 
(and at the same time) instead of using mientras. 

Say them in this way. 



218 HOW TO THINK IN SPANISH. 

In 5 thegerundio might have been used becanse both 
verbs have the same subject : 

Didendo esto se puso & Ho- Saying this he began to 
rar. cry. 

Exercises. Connect by means of mimtrds. 

1. Leer6 este peri6dico j al mismo tiempo se vestirfi. Y. 
2. i Sucedi6 algo durante mi ausencia ? (during my absence; 
ausente means absent). 3. Estudi6 su discurso dando 
vueltas por el cuarto (walking about the room). 4. Nico- 
las estudiaba su lecci6n y al mismo tiempo su hermana 
cosia (was sewing). 5. Vamos k hacer una visita y al 
mismo tiempo los j6venes (the young folks) ir6n k la 
exposici6n (fair). 

Remember that future time after mientras is not 
expressed by the future tense, but by the presente del 
suljuntivo. 

Por another use of mientras see Comparison, P. 231. 

Hasta que. 

Learn the following pattern : 

1. No se vayan Vds. hasta Don't go away until I come 
que yo vuelva. back. 

2. Dijo que no uos f u6ra- Bfe said that we should not 
mos hasta que volviese. go away until he came 

back. 

3. No nos f uimos hasta que We did not go away until 
volvi6. he came back. 

Notes. — The same principles govern the use of the 
suhjuntivo here as with antes que, etc. The words vuelva 
and volviese do not relate to an actual occurrence, while 
volviS does. 

In 1 and 2 hasta que might be replaced by mientras 
with no before the next verb. Say them in this way. 



HOW TO THINK IN SPANISH. 219 

The verbs aguardar, esperar (to wait) are usually 
followed by d que instead of Jiasta que : 

Aguardo 6 que pase este carro. P. 150. 

Espero d que se abra la puerta. P. 171. 

Exercise, Change the following into sentences eon 
nected by Jiasta que (a que) : 

1. Esperamos en la tienda (we waited in the shop)— 
el aguacero (shower) todavia no (not yet) habia pasado. 
2. Tengo que quedarme aqui — mi socio todavia no estd 
de vuelta (back) 3. Estas frases se deben estudiar — 
todavia no se conocen por completo (completely). 4. Te- 
mi6 acostarse (she was afraid to go to bed) — su marido 
aun no habia regresado (her husband had not returned 
yet). 5. Aguardemos aqui — ^la luna (moon) aun no ha 
salido (risen). 6. No se mueva V. de supuesto — lella- 
mar& 

Desde que. 

Learn the following patterns : 

1. Desde que se cas6 estd Since he has been married 
cambiado por completo. he has changed comple- 
tely. 

2. Me refiri6 cuanto habia He related to me all that had 
ocurrido desde que se des- occurred/rom the time that 
pidi6 de nosotros hasta he took leave -of us until 
que lleg6 k casa. he reached home. 

3. No me ha visitado V. You have not visited me 
desde que vivo aqui. since I have lived here. 

Observe the present tense {vivo) where the action 
still continues. 

Exercise, Change the following into sentences connec- 
ted by desde que: 

1. Mi tio f u6 k Londres — no hemos recibido noticias 
(news) de 61.2.Esta muy soberbio (proud) — ha sido nom- 
brado consejero (has baen appointed counsellor). 3. Re 



220 



fiOW TO THINI^ IK SPAKlSfl. 



cibi ayer su ultima carta — ^mucho se ha cambiado desdd 
entonces (since then). 

Desde que relates to time only, for since=because, see 
puesto que. 

For the clauses containing desde que, a noun preceded 
by desde may frequently be substituted: 

Desde su casamiento Since his marriage 

Desde su despedida Since his departure (taking 

leave) 

Desde mi permanencia aqui Since my stay here. 

Luego que. 



Learn the following patterns: 



1. Luego que V. reciba el 
dinero, llevelo corriendo 
al banco. 

« 

2. Se propuso llevar el di- 
nero al banco luego que 
lb recibiera {or recibiese). 

3. Llevo el dinero al banco 
luego que lo hubo recibido 
(or luego que lo recibi6). 

 

4. Baje V. luego que haya 
concluido su trabajo. 

5. Por lo regular baja luego 
que ha concluido su tra 
bajo. 

6. Le dije que bajase luego 
que hubiera concluido su 
trabajo. 

7. Acostumbraba bajar lue- 
go que habla concluido 
8a trabajo. 



As soon as you receive the 
money, run to the bank 
with it. 

He proposed to take the mo- 
ney to the bank, as soon 
as he had received it (or as 
soon as he received it). 

He took the money to the 
bank as soon as he had 
received it (or as soon as 
he received it). 

Come down as soon as you 
have finished your work. 

He usually comes down 
as soon as he has finished 
his work. 

I told him to come down as 
soon as he had finished 
his work. 

He usually came down as 
soon as he had finished 
his work. 



HOW TO THINK IN SPANISH. 



221 



Notes. — Nos. 3, 5 and 7 are the only sentences that 
describe actual occurrences. The others all require the 
suljuntivo after luego que. 

In sentences like 3, the preUrito historico is more 
popular than the pretSrito compuesto. 

In sentences like 7 haUa is used because the action is 
customary. Otherwise hubo would have been used as in 3. 

Spanish is very rich in equivalents for luego que. 
Examples: - 



8 Tan luego como se hubo 
acostado durmi6comoun 
talego. 

9. Tan pronto como hube 
escrito el librOj^lo di al 
impresor. 

10. Asl que me vl libre subi 
& mi cuarto. 

11. Be que V. sepa su lec- 
ci6n, la tomar^. 

I?. En cuantoY. llegue k Pa- 
ris envienos untelegrama. 



As soon as he had gone to 
bed, he slept like a log 
(lit. bag). 

As soon as I had written the 
book, I gave it to the 
printer. 

As soon as I was free, I went 
up to my room. 

As soon as you know your 
lesson, I will hear it. 

As soon as you arrive in 
Paris, send us a telegram. 



You will have to make yourself familiar with these 
different expressions, although you can use luego que in 
every case. 

Exercise. Change the following into sentences con- 
nected by luego que and its equivalents: 

1. Apenas hubo dicho estas Sardly had he said these 



palabras cuando f u6 heri- 
do por un pistoletazo. 

2 Apenas di6 la hora entr6. 

3. No Men se levant6 al otro 
dia, hizo una visita & mi 
padre. 

4. No bien lo hubo dicho 
cuando ya se arrepentia. 



words when he was woun- 
ded by a pistol shot. 

Hardly had the hour struck 
when he stepped in. 

No sooner did he get up the 
next day than he paid a 
visit to my father. 

No sooner had he said it 
than he already repented. 



222 HOW TO THINK IN SPANISH. 

5. Lo mismo fui recibir el The moment the servant 
criado la propina que ir k received the fee, he went 
la tabemaj or to the tavern. 

Recibir el criado la propina e 
ir fi la taberna f u6 todo uno. 

Siempre que. 
Learn the following patterns : 

1. Siempre que no llevo pa- Whenemr I have no um- 
raguas, llueve. . brella, it rains. 

2. Siempre que lo vuelva k Whenever he does it again^ 
hacer, le castigar6. I shall punish him. 

3. Siempre que estaba alli Whenever I was there I 
me divertia mucho. enjoyed myself greatly. 

Observe the subjuntivo in 2, because it relates to 
uncertain future time. N° 1, on the contrary, refers to a 
usual thing. In 3 observe the forma progresiva del pasado 
which is the proper tense for usual actions in the past. 

Instead of siempre que, the expression cada vez que is 
often used. Say the above sentences both ways. 

Exercise. Change the following into sentences connec- 
ted both ways: 

1. Cuando se acuesta tarde, siempre tiene jaqueca 
(severe headache) al otro dia. 2. Cuando necesitaba di- 
nero, siempre acudia (applied) k su abuela. 

Sometimes siempre que is used instead of con tal que to 
mean provided that 

Porque. 
Learn tne pattern : 

No puedo decirselo k V. por- I cannot tell you, because it 
que es un secreto. is a secret. 

Exercise. Connect by means of porque: 
1. Se qued6 en casa — estuvo enfermo. 2. He dejado 
de leer — los ojos me duelen (hurt). 3. No puedo prestarle 



HOW TO THINK IN SPANISH. 



223 



& V. este libro — ^no es mio. 4. El hielo (ice) flota sobre el 
agua — es m&s ligero (lighter). 5. Este eaballo (horse) no 
me conviene (suits) — es muy viejo (old). 
Study also the following equivalents : 



1. No puedo deeirselo, que 
es un secreto. 

2. Es un l^ecreto, por eso (or 
por lo tanto) no puedo de- 
eirselo. 

3. Es un secreto, luego no 
puedo deeirselo. 

4. Por ser un secreto no 
puedo deeirselo. 

5. Se qued6 en casa d causa 
de su enf ermedad. 



I cannot tell you, for it is a 
secret. 

It is a secret,* hence I cannot 
tell you. 

It is secret, therefore I cannot 
tell you. 

On account of its being a 
secret, I cannot tell you. 

He staid at home on account 
of (or hecause of) his ill- 
ness. 



Puesto que. 

Learn the pattern : 

Puesto que V. me ha ayu- Since you have helped me, 
dado, le ayudar6. I will help you. 

Exercise, Connect by means ot puesto que : 

1. Querlamos ir en el vapor (steamer) Ciudad Coudal — 
tuvimos que partir (start) de aqui el lunes. 

2. Use puesto que instead of por que to connect the 
sentences of the preceding excereise. 

Study also the following equivalents: 



1. Era un f umador terrible, 
pues no se quitaba lapipa 
de la boca todo el santo 
dia de Dios, 

2. Supuesto que la cosa no es 
urgente, ire manana. 

3. No siendo urgente la cosa, 
ir6 manana. 



He was a terrible smoker, 
for (since) he did not take 
the pipe out of his mouth 
the whole blessed day. 

Since the matter is not ur- 
gent, I will go to-morrow. 

The case not being urgent, 
I will go to-morrow. 



224 HOW TO THINK IN SPANISH. 

4. Ya que no hay remedio Since there is no remedy 
116velo V. con paciencia. (since it canno^ be helped) 

bear it patiently. 

Come or Oomo que. 

Learn the following patterns : 

1. Lohar^comoV. lodesea. I will do it as {=^the way 

that) you desire it. 

2. Como {or como que) V. As {=since) you desire it, I 
lo desea, lo har6. will* do it. 

3. Como (or como que) era As (=since) it was night, 
de noche, estaba la puerta the door was closed, 
cerrada. 

4. Como pasase algtin tiem- As (= since) some time pas- 
po, 61 se impacient6 mu- sed, he became very im- 
cho. patient. 

The last example shows an anomalous use of the sub- 
juntivo. Although found in some of the best writers of 
the day, it ought not to be imitated. Use pas6 or pasaba. 

Exercise, Substitute como or como que in the exercises 
xmA&rporque dJiApuesto que. 

Equivalent expressions can often be formed by means 
of the geru7idio : 

Siendo de noche, estaba la puerta cerrada. 

Habiendo pasado algtin tiempo, 61 se impacient6. 

For other uses of como see Comparison and Interroga- 
tive Words. 

Para que. 

Learn the following patterns : 

D61e V. algo k ese pordiose- Give that beggar something 
ro para que se vaya. to make him go away (lit. 

in order thatne may go 
away). 



HOW TO THINK IN SPANISH. 



225 



Le di algo & ese pordiosero I gave that beggar some- 

?>ara que se faese {or thing to make him go 
uera). away (lit. in order that he 

should go away). 

Observe the use of the suijuntivo after para que, the 
imperfecta when the preceding verb is in a past tense, and 
thepresente when it is not. (After a conditional, use the 
imperfecto). 

Exercise. Compose sentences connected hj para que 
from the following material : 

1. La madre le bes6 (kissed) la mano al nino — le pas6 
el dolor (the pain went away). 2. Ese perro Ueva un 
bozal (muzzle) — no puede morder (bite). 3. Deje V. eso 
— debe hacerlo 61 mismo. 4. No hicimos ningun ruido 
(noise) — no nos oyeron. 5. Le envi6 el libro — lo examin6. 

For para que may be substituted djin de que (lit. to 
the end that) without changing the other words. Say 
the preceding sentences with djin de qvs. 

De modo que. 

Learn the following patterns : 

He estado muy ocupado, de I have been very busy, so that 
modo que no he podido I have not oeen able to 
escribir. write. 



Tengo compromiso esta tar- 
de con unos amigos, de 
modo que no puedo acep- 
tar su amable convite. 

La brujula marina est4 sus- 
pendida de modo que 
conserva siempre la posi- 
ci6n horizontal. 

Lleve V. esa vasija de modo 
que conserve la posici6n 
horizontal. 



I have an engagement this 
eveningwithsomefriends, 
so that I cannot accept 
your kind invitation. 

The mariner's compass is 
hung in such a way as to 
remain always in a hori- 
zontal position (lit. so that 
it preserves). 

Carry that vessel in such a 
way that it will remain 
horizontal (lit. that it may 
preserve). 



226 



HOW TO THINK IN SPANISH. 



Observe the use of the suljuntivo only in the last 
example in which the sentence after de modo que does not 
refer to an actual occurrence. In all the other examples 
de modo que might be translated by the words and so. 

Exercise. Connect by means of de modo que : 

1. El accidente nos detuvo (detained) media hora — 
perdimos (we lost) el tren. 2. Vaya V. despacio (slowly) 
y no verter& (spill) el chocolate. 3. Los vecinos hicieron 
mucho ruido — no pude estudiar. 4. El correo (mail) sale 
& las 6 — ^V. tiene bastante tiempo. 

Instead of de modo que, the expression de manera que 
or de suerte que may be used. Say the preceding sentences 
with thege expressions. 

Aunque. 
Learn the following patterns : 



1. Lo creo aunque todos sus 
amigos lo nieguen. 

2. Lo creo aunque todos sus 
amigos lo niegan. 

3. Lo crei aunque todos sus 
amigos lo negaron. 

4. Lo creeria aunque todos 
sus amigos lo negasen {or 
negaran). 

5. Lo crei aunque todos sus 
amigos lo habian negado. 

6. Lo hubiera (or habria) 
creido aunque todos sus 
amigos lo hubieran [or 
hubiesen) negado. 

In 1, 4 and 6 we are not told that his friends deny or 
denied it, i, e the words after aunque do not refer to actual 
occurrences; hence the verbs are in the suljuntivo. 



I believe it, although all his 
friends (should) deny it. 

I believe it, although all his 
friends (do) deny it. 

I believed it, although all 
his friends denied it. 

I should believe it, even if 
all his friends should 
deny it. 

I believed it, although all 
his friends had denied it. 

I should have believed it, 
even if all his friends had 
denied it. 



HOW TO THINK IN SPANISH. 



227 



Exercise. Change the following into sentences con- 
nected with aunque: 

1. Voy alii, pero pnede costarme la vida (cost my life). 
2. Habia recibido su dinero^ sin embargo (yet, nevertheless) 
no quiso pagarme. 3. Se lo habia prohibido su padre; 
no obstante (notwithstanding) lo hizo el muchacho. 4. Le 
ofrecieron (offered) mil duros; sin embargo se neg6 (he 
refused) & hacerlo. 5. ^Y si le hubieran ofrecido dos 
mil? 6. Mi tio es muy cuidadoso (careful); sin embargo 
se equivoc6 esta vez. 7. No estoy muy bueno esta mana- 
na, pero ten go que salir. 

Sometimes bien qde or si bien is used instead of 
aunque. 

Learn also the following equivalents for the third 
sentence of the preceding exercise : 

El muchacho lo hizo no obstante la prohibici6n de su 
padre. 

El muchacho lo hizo dpesar de (in spite of) laprohi- 
bici6n de su padre. 

El muchacho lo hizo dpesar de que (in spite of the fact 
that) se lo habia prohibido su padre. 

Sin que. 



Learn the patterns: 

1. Voy & hacerlo sin que 
nadie lo vea. 

' 2. Lo hice sin que nadie lo 
viera {or viese). 

3. Lo ha hecho sin que na- 
die io haya visto. 

4. Lo habia hecho sin que 
nadie lo hubiera {or hu- 
biese) visto. 



I am going to do, it without 
anybody's seeing it. 

I did it without anybody's 
seeing it. 

He has done it without any- 
body's seeing it. 

He had done it without any- 
body's seeing it. 



228 HOW TO THINK IN SPANISH. 

In English the present participle is used after mthout; 
in Spanish use the infinitive if there is only one subject : 

Lo hice sin saberlo. I did it without knowing it. 

But if there are two subjects as in the preceding 
patterns, use the suhjtmtivo. The imperfecta follows a 
past tense {hice) or a conditional, and the presente follows 
a present or a future {voy). 

Uxerdse. Change the following into sentences con- 
nected by sin que : 

1. Salieron y nadie los sinti6 (heard). 2. Iba Saceptar 
laiuNdtacion sin permiso de su padre. (Permitir, to permit). 
3. Ellas fueron al concierto y yo no lo sabia. 4. Los6; no 
me lo dice el profesor. 5. Lo s6; el profesor no me lo ha 
dicho. 6. Lo sabia; el profesor no me lo habia dicho. 

Con tal que. 

Learn the following patterns : 

Haga V. lo que quiera, con Do what you please, provid- 
tal que me deje en paz. ed you let me alone (lit. 

leave me in peace). 

Le dije que hiciese lo que I told him to do what he 
quisiera, con tal que me pleased, provided that he 
dejase en paz. * let me alone. 

Le dije que le pagaria, con I told him that I would pay 
tal que hubiese hecho lo him, provided he had done 
que habIa prometido. what he had promised. 

Uxerdse, Change the following into sentences con- 
nected by con tal que : 

1. Mi padre me prometi6 (promised) un reloj para 
Navidad (Christmas), pero tengo que pasar bien mis exa- 
menes. 2. Lo permito, pero V. debe estar de vuelta antes 
de las once. 3. No me opongo (I don't object), pero V. 
debe tener mucho cuidado (care). 

Sometimes siempre que is used instead of con tal que. 



HOW TO THINK IN SPANISH. 229 



1 



menos que. 



Learn the following patterns: 

1. A menos que V. saiga al Unless vou so out instantly, 
instante, llamar6 & un po- I shall caU a policeman, 
licia. 

2. No le paffue V., 4 menos Don't pay him, unless he 
que haya hecho la obra de has done the job in a sa- 
una manera satisfactoria. tisf aetory manner. 

The words d no ser que are often used instead of a me- 
nos qtie. 

The same idea may also be expressed by si no 

(if ... . not); but in that*case the presents del subjuntivo is 
not used : 

Si V. no sale al instante, llamar6 & un policla. 

No le pague V. si no ha hecho la obra etc. 

Exercise. Change the following into sentences con- 
nected in the three ways mentioned: 

1. Debemos Uegar al teatro antes de las 7 y media 6 
no tendremos asientos (seats). 2. Estar6 en su casa de 
V« k las 7 J no vendre si Uueve. 3. La guarnici6n tiene 
que rendirse (the garrison must surrender) dentro de una 
hora 6 comenzamos el bombardeo.(Pres. Indie, merindo). 



A medida que. 

Learn the patterns : 

1. La bola de nieve va en- The snow-ball gets larger 
grosando k medida que {in proportion) as it rolls, 
rueda. 

2. La bola de nieve iba en- The snow-ball grew larger 
grosando k medida que as it rolled. 

rodaba. 



230 HOW TO THINK IN SPANISH. 

Exercise, Connect in the same way : 

1. Cuando nos elevamos en el aire, la presi6n (pressure) 
atmosf^rica disminuye. 2. Su padre segula hablando 
(continued speaking) y su turbaci6n (confusion) segufa 
creciendo (kept on increasing). 

These sentences may be connected by al paso que 
instead of d medida que. Say them in this way. 

Segim. 

Learn the pattern: 

El tel6f ono sirve de trasmi- The telephone serves as a 
sor 6 de receptor, se^n transmitter or as receiver, 
se aplica la boca 6 el oido. according as we apply the 

mouth or the ear. 

Connect in the same way : 

1. Se debe alabar (praise) & los ninos cuando se por- 
tan (behave) bien, y reprenderlos (reprove) cuando se 
portan mal. 2. Me lo han contado (related) asi; asi lo 
cuento yo. 

Dado caso que. 

Learn the patterns : 

Dado caso que muera su pa- Suppose his father should die 
dre, I qu6 se hard de 61 f (dies), what will become 

of him? 

Dado caso que muriese su Suppose his father should 
padre, iqu6sehariade 61? die (died), what would 

become of him ? 

The same idea is also expressed by demos el caso que 
or pongamos el caso que, instead of dado caso que. 
Connect in the three ways mentioned: 
i Que haremos si no llega nuestro equipaj'e (baggage) ? 



HOW TO THINK IN SPANISH. 831 



COMPARISON. 

Learn the phraseology of comparison by means of the 
following illustration. 

He aqni 5 lineas (Here are 5 lines). La 
primera y la segunda son desiguales (une- 
qual). La segunda es mas larga que (more 
long=longer than) la primera. La primera 
es mas corta (shorter) que la segunda. La 
cuarta es un poco m&s larga que la tercera. 
La quinta es aun m&s larga (still longer); es 
12 3 4 5 mucho m&s larga. 

La segunda y la tercera son iguales (equal). Tienen 
el mismo largo (same length). La segunda no es ni m&s 
larga ni m&s corta que la tercera (neither longer nor 
shorter). La una es tan larga como la otra (as long as). 

La tercera no es tan larga como la cuarta (not so long). 
La tercera es menos larga (less long=not so long) que la 
cuarta. 

La quinta es la mas larga de todas (the longest). La 
primera es la mds corta (the shortest). La primera es la 
linea mfis corta (the shortest line). 
Learn from these examples : 

1. That a positive is accompanied by tan—eomo. 

2. That a comparative is accompanied by mds — que 
or menos — que. 

3. That a superlative differs from a comparative only 
by having the proper article (el, lo, la, los, las) before it. 

Exercise. Form comparisons by using the following 
words according to the above patterns. Example: Mesa, 
silla, alta, baja. Answer : La mesa es m&s alta que la 
silla, or la silla es mds baja que la mesa etc. 

1. Papel de escribir, papel de envolver, grueso, delgado 
(thin). 2. Hombre, nino, grande,pequeno, f uerte (strong), 



232 HOW TO THINK IN SPANISH. 

d6bil (weak). 3. El mes de enero, el lues do f ebrero, largo, 
corto. 4. Julio y agosto. 5. El oc6ano Atlintico, Paelfico, 
hondo. 6. El hierro (iron), el oro (gold), titil (useful). 
7. El hierro, el acero (steel), dure, blando (or dulce). 8. El 
oro, la plata (silver), raro (rare). 9. La fisiologfa, las 
matem&ticas, estudio (study), importante. 10. Invierno, 
otono, estacion (season), agradable (agreeable). 11. Dos 
calles de su ciudad de V. (two streets of your city), ancha, 
angosta. 12. El oro, el plomo (lead), pesado, ligero. 

Form superlatives, as for example from i Cu&l, libro, 
interesante, mundof Answer: ^Gu^l es el libro m&s 
interesante del (better than en el) mundo ! What is the 
most interesting book in the world? 

13. El chino (Chinese), lengua (language), difieil (diffi- 
cult). 14. El hierro, metal, titil. 15. Londres, ciudad, grande, 
mundo. 16. Cervantes, escritor espanol, (Spanish writer), 
c61ebre (celebrated). 17. Don Quijote, su obra, (his work), 
famosa ^famous). 18. Beethoven, compositor, grande, 
mundo. 19. El Misisipi, rio (river), largo, mundo. 20. Si- 
rius, estrella (star), brillante, cielo. 21. El 21 de diciembre, 
dia, corto, ano. 22. El diamante, piedra, preciosa y dura. 

Learn the following examples of the use of the itali- 
cized useful words : 

Esta pluma es mejor. This pen is better, 

Esta es la meQor que tengo. This is the 'best one I have. 
Es pear que la mia. It is worse than mine. 

I Cufil muchacho es el peor t Which is the worst boy t 

Dele V. la mayor parte. Give him the greater (or 

greatest) part. 

Dele V. la menor parte. Give him the smaller (or 

smallest) part. 

i Es estesuhermano mayorf Is this his elder (or eldest) 

brother t 

Es su hermano menor. It is his younger (or youngest) 

brother. 



HOW TO THINK IN SPANISH. 



233 



Learn also the following additional examples of com- 
parison, observing that de takes the place of que before a 
numeral. 



Esta biblioteca contiene mds 
de quinientos mil libros. 

Lo hizo en menos de un se- 
gundo. 

No tengo tanto tiempo co- 
mo V. 

J Escribe V. tantos cuentos 
y tantos poemas como an- 
tes? 

Estos dos lapices tienen la 
misma forma, color y ta- 
mano. 



This library contains more 
than 500,000 books. 

He did it in less than one 
second. 

I have not as much time a^ 
yon, (or not so much..., as). 

Do you write as many stories 
and poems as formerly f 

These two pencils have the 
same form, color and size. 



Misma, like any other adjective, agrees with the first 
noun and is not repeated before the others. The sentence 
might be rearranged thus: — el mismo color, forma y ta- 
mano. 

In the following examples, the second part of the 



comparison contains a verb. 

Su hijo de V. es mds grsmde 
de lo que era el mio & la 
misma edad. 

V. pide mds de lo que vale 
este caballo. 

Ese hombre es mds rico de 
lo que dicen. 

Tiene m&s dinero de lo que 
dicen. 

Tengo mds paciencia de la 
qus V. cree. 

Tengo mds amigos de los que 
V. piensa. 

Hay m^s ocasiones de las que 
podemos aprovechar. 



Observe the phraseology. 

Your son is larger than 
mine was at the same age. 

You ask for more than (that 
which) this horse is worth. 

That man is richer than 
they say. 

He has more money than 
they say. 

I have more patience than 
you believe. 

I have more friends than 
you think. 

There are more opportuni- 
ties than we can improve. 



234 HOW TO THINK IN SPANISH. 

Exercise. Make all the comparisons that the f oUowingL 
statements suggest. 

1. Tengo 2 pliimas y 2 lapices. 2. El cortaplnmas de 
Pablo (Paul's) tiene 3 hojas^ el de Lufs tiene 3 y el mio 
dos. 3. Esta casa- tiene 4 pisos (stories) y la de mi tio 
tiene tres. 4. Carlos puede andar del colegio & su casa . 
en 15 minutos, Diego lo puede tambien (also) en 15 y 
Gnillermo (William) en 20 {aprisa, fast ; despacio, slowly). 
5. Me levanto & las 7, Jorge (George) se levanta 4 las 6, 
Jaime (James) 6 las 6, y Paco (Frank) k las 5 {temprano, 
early J tardey late). 6, Un hombre muri6 (died) y dejo 
(left) & sus hijas las cantidades siguientes (the following 
sums): k Margarita 10,000 duros (dollars), & Ana 15,000, & 
Isabel 15,000 y k Concha 20,000 (dinero, money). 7. Com- 
pr6 (I bought) estos guantes (gloves) por un duro y medio 
y estos que son de la misma calidad (quality) por un diiro 
y cuarto {caro, dear; barato, cheap). 

Learn the following sentences: 

i Se parece V. k su padre 6 Do you resemble yourfather 
k su madre ? or your mother 1 

Dicen que me parezco k los They say I resemble both, 
dos. (Infin. parecerse). 

Estos dos hermanos son These two brothers are very 

muy parecidos. much alike. 

iEn qu6 se diferencian or What do these goods dif- 

en qu6 difieren estos g6- f er in T 

neros t 

Estos tri&ngulos son similes These triangles are similar. 
or semejantes. 

Este autor se asemeja k Cal- This author resembles Cal- 
der6n. deron. 

Se puso colorada como una She turned as red as a 

amapola. poppy- 

Como me hizo, asi le har6. As he did to me, 50 will I do 

(Proverbios XXIV, 29). to him. 



HOW TO THINK IN SPANISH. 235 

Jorge es faerte, mimtras su Gteorge is strong, while his 
hermano es d6bil y enf er- brother is feeble and 
mizo. sickly. 



Ouanto m&s— tanto mds. 

V 

Learn the following patterns: 

1. Cuanto m&s se le conoce The mare he is known, the 
tanto jn&s se le aprecia. more he is appreciated. 

2. Cuanto mas estudio, tanto The more I study, the less I 
menos aprendo. learn. 

3 Cuanto menos trabaja. The less he works, the better 
tanto mejor le pagan. they pay him. 

The word tanto is often suppressed. Say the prece- 
ding sentences without it. 

Frequently mientras is used instead of cuanto. Say 
the preceding sentences according to the patterns : 

Mientras m&s se les da, m&s The more you give them, 
quieren. the more they want. 

4 Qu6eslo que mientras m&s What thing is less visible, 

grande menos se ve f the greater it is! 

Learn the expression 
Cuanto antes mejor. The sooner the better. 



236 



HOW TO THINK m SPANISH. 



INTERROGATIVE WORDS. 



Words used in introducing questions also have the 
property of connecting sentences ; as for example : 
Where is he going ? 
I don't know tvhere he is going. 
Thousands of sentences are made up of a certain 
number of current phrases, such as "I don't know/' 
followed by an interrogative word and its sentence. 

INTRODUCTORY PHRASES. 



Learn the following phrases : 



Digame V. 

Sirvase V. decirme 

4 Puede V. decirme . . . f 

No puedo decirle 

No queria decirnos 

^Sabe V....t 

Ignoro or no s6 

El prof esor quiere saber 

Quisiera saber 

Queria saber 

He olvidado, or se me ha 
olvidado 

No recuerdo 

Pregunte V. & su amigo 

Se me ha preguntado 

La pregunta es, era 



Tell me 

Please tell me 

Can you tell me 

I cannot tell you 

He did not wish to tell us 

Do you know? 

I don't know 

The professor wants to know 

I should like to know 

He wanted to know 

I have forgotten 

I don't remember 
Ask your friend 
I have been asked 
The question is, was 



How TO ramiK m spanish. 



237 



Me pregunto 

No me importa 

Lo mismo me da 

No puedo adivinar, descu- 
bnr, averiguar. 



I wonder (lit. I ask myself) 

I don't care 

It is all the same to me 

I cannot guess, discover, 
find out. 



QUESTIONS. 

The following is a collection of useful, typical questions 
beginning with interrogative words. Make yourself very 
familiar with them. A good way to do this is to combine 
them with the preceding introductory phrases. Change 
que to lo que when it means that which. 

Qu6 

(Used before verbs and nouns, singular and plural). 



i Qui quieren Vds. ? 

J Qu6 hace V. ahi ? 

4 Qu6 hay de nuevo ? 

I Qu6 libro es ese ? 

4 Que estaci6n es estaf 

i Qu6 guantes son los mejo- 
resf 

iQu6 herramientas quiere 
V.t 

I Qui tamano tiene la cama f 

i QuS estatura tiene V. ? 
i'Qu6 largo tiene este rio ! 

I Qui anchura tiene esta ca- 
lle? 

i QuS altura tiene aquel 
monte ? 

i Qui prof undidad tiene este 
pozof 

4 Qui edad tiene V. f 



What do you wish ! 
What are you doing there T 
What is the news ? 
What book is that ? 
What station is this ? 
What gloves are the bestt 

What tools do you wisht 

What size (how large) is the 
bed? 

What is your size (height) f 

Sow long (what length) is 
this river ? 

Sow wide is this street ? 
Sow high is that mountain t 
Sow deep is this well T 
Sow old are you t 



238 



HOW TO THINK IN SPANISH. 



i QuS close de pfijaro es estet 

i A qui hora sale for parte) 
el tren 1 

4 A qu6 ciudad han ido f 

4 A qa6 criada ha despedido 
su madre? (See Appendix, 
Note 7). 

I En qu6 consiste la dif eren- 
ciat 

/ Entre qu6 calles est& el jtCl- 
mere 64 1 

4 A qii6 estas preguntast 



iPara qui sirve esta mdqui- 
nat 

Bien, j y qu6 1 

4 Per qu6 hace V. eso ? 

I Por qtiS no contesta V. ? 



WAa^ Kn(i o/ a bird is this t 

-4.^ wMt time does the train 
leave t 

To what city did they go 1 

What servant (girl) did his 
mother discharge? 

What does the difference 
consist in f 

Between what streets is 
No. 64? 

What is the use of these 
questions t (Implying : 
they are of no use). 

What is the use of this ma- 
chine? 

Well, and what of itt 

What do you do that /or f 

Why don't you answer ? 



Ou&L 



iCudl es el camino m&s cor- 
to» 

iCu&l es la pr6xima esta- 
ci6nf 

^Cu&l es la modista m&s 
digna de confianza 1 

I CtidUs son sus mejores 
guantes ? 

iCu&les son las calles m&s 
hermosas ? 

I Cudl de Vds. puede decir- 
melo ! 

4 Cudles de Vds. estuvieron 
allit 

He aqui los panos, ^ & cu&l 
prefiere V. 7 



Which is the shortest way! 

What (= which) is the next 
station? 

Which is the most trustwor- 
thy dressmaker? 

Which are your best gloves? 

Which are the finest streets? 

Which (one) of you can tell 
me? 

Which (ones) of you were 
there ? 

Here are the cloths ; which 
one do you prefer? 



HOW TO THINK IN SPANISH. 239 

Manuel tiene dos hermanas; Emanuel has two sisters ; 
I d cudl ha visto V. ! (See which one did you see! 
Appendix, Note 7). 

Qui6n. 

(Do not use quUnes unless you distinctly have more 

than one person in mind). 

^ Quiin es aquel eaballero t Who is that gentleman ? 

i QuiSnes son aquellos caba- Who are those gentlemen f 
lleros t 

4 Be quiin es este paraguasf Whose is this umbrella If or 

Whose umbrella is this ? 

i De quOnes son estos para- Whose are these umbrellas! 
guasT or Whose umbrellas are 

thesef 

i A qui^n escribe V. t To whom are you writing t 

jA qui6n encontr6t (See Whom did he meet! 
Appendix, Note 7). 

(Para qui6n es esa carta! For whom is that letter 7 



D6nde. 

/ Bdnde est& In6s ! Where is Agnes ! 

4 Addnde va V. ! Where are you going ftoj f 

(Whither). 

iDe ddnde viene esta fruta! Where does this fruit come 

front f (Whence). 

i Hacia d6nde han ido ! Which way did they go ! 

iSasta donde les ha acom- Sow far did you accompany 
paiiado V. ! them ! 

I i Por ddnde es preciso que Which way must I go ! 
vaya! 

t Por d6nde lo ha perdido V.! Whereabouts did you lose it! 

06mo. 

I Como ha cantado ella! Sow did she sing! 

J C6mo se hace! How is it done ! 



240 



HOW TO THINK IN SPANISH. 



4 Como se llama V. ! 
^ A c6mo estamosf 



What is your namet 
What day of the month is it! 



Qu6 tal. 



(Generally the same as c6mo). 



i Qui tal est& sa amigo de 
V.t 

4Qu6 tal ha'pasado V. la 
noche ? 

I Qui tal es aquel museo ? 



How is your friend ? 

How did you pass the night? 

What sort of a place is that 
museum ? 



Cu&nto. 



I Cudnto le debo & V. ? 

I Cutoto tiempo tenemos ? 

J Cu&nto tiempo ha espera- 
doV.T 

iCu&nta gente estaba alii? 

^ Ciidntos habitantes tiene 
esta ciudad? 

jGuantas iglesias hay en 
ella? 

Cudntaa veces necesito de- 
eirselo ? 

I Cudnto hay de aqui k Bar-^ 
celona ? I 

^ Cudnto dista Barcelona [ 
de aqui ? J 

J Cudnto es m&s largo? 

I Cudnto tarderd V en vol- 
ver? 

(Gu&ntos dias tarda una 
carta para Londres ? 

fCudntos aTws tiene V. ? 



How much do I owe you ? 
How much time have we ? 
How long did you wait? 

How many people were 
there ? 

How many inhabitants has 
this city? 

How many churches are 
therein it? 

How many times must I tell 
you? 

How far is it from here to 
Barcelona? 

How much larger is it? 
How soon will you be back ? 

How long does a letter take 
to go to London ? 

How old are you ? 



HOW TO THINK IN SPANISH. 241 



Ou&ndo. 

4 Cudndo es viernes santo ? When is Good Friday ? 

iCu&ndo le volveremos &^ „„ , „ 

ver&V.f or > ^nen snail we see you 

iHasta cu&ndo T / ^S^i^i » 

I Hasia cudndo piensa V. Until when do you intend to 
quedarse alii ! stay there 1 

i Desde ciidndo espera V. Since when have you been 
aqui ! waiting here ? 

4 De cudndo oca lo sabe V. ? How long since have you 

known it ? 

Observe that all interrogative words are marked with 
the accent to distinguish them from conjunctions and 
relative pronouns. 

Si = Whether. 

Questions such as 4 No sale V. eso f 4 Me ha llamado 
V.f 4 Esiuvo Y. en el concierto f which do not begin with 
interrogative words, are joined to introductory phrases 
by means of the conjunction sL 

Me pregunto si sabia eso. 

Digame V. si estuvo en el concierto. 

Quisiera saber si me ha llamado. 



242 HOW TO THINK IN SPANISH. 



RELATIVE PRONOUNS. 



When the words whoy whose, whom, wMch, what and 
that are used as follows, they are called relative pronouns: 

1. I don't know the man who (or that) saluted me, 

2. A widow is a woman whose husband is dead, 

3. She had a daughter whom she dearly loved, 

4. This is the letter which {or that) he wrote me, 

6. Let me see what (=that which) you have in your 
hand. 

Their peculiarity is that the whole clause which they 
introduce (who saluted me) relates to some word previously 
mentioned (the man). It either describes and completes 
the idea of that word (answering the question: What 
man?) as in examples 1, 2, 4 and 5 ; or else it merely serves 
to continue the statement as in 3, in which it means ^^and 
she loved her dearly." 

Learn the following examples so that you can say 
them when they are suggested as follows : 

Un hombre me saludo ; no le conozco. 
Answer: No conozco al hombre que me salud6. 

See Appendix, Note 7. 

PERSONS. — SUBJECTS OF A VERB. 

No conozco I don't know 

^-al hombre que me salud6 — the man who saluted me 

— aZ que me salud6 — the one who saluted me 

— & los hombres que me sa- — the men who saluted me 
ludaroQ 



HOW TO THINK IN SPANISH. 



243 



— & los que me saludaron 
— & la mujer que me salud6 

— & la que me galud6. 

— fi las mujeres que me sa- 
ludaron 

— 6 las que me saludaroiL 



— those who saluted me 

— the woman who saluted 
me 

— the one who saluted me 

— the women who saluted 
me 

— those who saluted me. 



Instead of al que d los que d la que d las que 

yon can also say d aquel que d aquellos que a aqvslla que d aquellas que 

PERSONS. — DIRECT OBJECTS. 



4 Conoce V. 

— al hombre que vimos alii? 
or 

— al hombre a quien vimos 
alii? 

— al que vimos alii? or k 
aquel d quien vimos alii ? 

— k los hombres que vimos 
alii ? or 

— a los hombres a quienes 
vimos alii ? 

— & los que vimos alii? or & 
aquellos d quienes vimos 
alii? 

— k la mujer que vimos alii? 
or 

— k la mujer d quien vimos 
alii? 

— k la que vimos alii? or k 
aquella d quien vimos alli ? 

— k las mujeres que vimos 
alli? or 

— k las mujeres d quienes 
vimos alli? 

— k las que vimos alli ? ork a- 
qiiellas d quienes vimos alli? 



Do you know 

— the man whom we saw 
there ? 



•the one whom we saw 
there ? 

-the men whom we saw 
there? 



— those whom we saw there? 



-the woman whom we saw 
there ? 



-the one whom we saw 
there ? 

-the women whom we saw 
there ? 



— those whom we saw there > 



244 



HOW TO THINK IN SPANISH. 



While whom may be omitted in English, the corres- 
ponding Spanish pronoun must always be expressed. 
Quien is often used instead of quimes. 



PERSONS. — POSSESSIYES. 



A widower is a man wTwse 
wife has died. 



A widow is a woman whose 
husband has died. 



Un viudo es un hombre cuya 
mujer ha muertoj or 

Un viudo es un hombre a 
quien se le ha muerto la 
mujer. 

Una viuda es una mujer 
cuyo marido ha muertoj or 

Una viuda es una mujer & 
quien se le ha muerto el 
marido. 

Huerfanos son ninos cuyos 
padres han muerto; or 

Huerfanos son ninos k quie- 
nes se les han muerto los 
padres. 

The ending of cuyo depends on the noun which 
follows it. 



Orphans are children whose 
parents have died. 



PERSONS. — OBJECTS OF PREPOSITIONS. 



Este es el hombre al cual 
entreguS las cartas 

Estos son los hombres a los 
ctidles entregu6 las cartas. 

Esta es la mujer d la cual 
entregu6 las cartas. 

Estas son las mujeres a las 
amies entregu6 las cartas 

Este es el hombre acerca del 
cual le hable a V. 

Estosson los hombres acerca 
de los cuales le habl6 k V. 



This is the man to whom I 
delivered the letters. 

These are the men to whom 
1 delivered the letters. 

This is the woman to whom 
i delivered the letters 

These are the women to 
whom I delivered the 
letters 

This is the man about whom 
I spoke to you. 

These are the men about 
whom I spoke to you. 



HOW TO THINK IN SPANISH. 245 

Esta es la mujer acerca de la This is the woman about 
cual le habLS & V. whom I spoke to you. 

Estas son las mujeres acerca These are the women about 
de lasxiiales le habl6 & V. whom I spoke to you. 

iQuien es el hombre con el Who is the man mth whom 
cual (la mujer con la cual) (the woman with whom) 
su padre esta hablando ? your father is talking? 

In these sentences el que (al que, del que), la que, los 
quCj las que may be substituted for el cual (al cual, del 
eual), la cual J los cualeSy las cuales 

You can also substitute quien, quienes when the pre- 
position has only one syllable. It would not be well 
however to make this substitution in the last sentence 
on account of the repetition of quien. 

To avoid confusion, confine yourself for some time to 
the use el cual with preposition. 

Use also el cual etc. (or el que etc.) when the relative 
clause merely continues the statement : 

Llam6 al criado el cual tard6 I called the servant, who was 
mucho en venir. very slow to come. 

La reina tenia una hija, d la The queen had a daughter 
cual queria entranable- whom she loved dearly, 
mente. 

Observe that these sentences are equivalent to : 

Llam6 al criado, y iste. (and he, or and the latter) tard6 
mucho en venir. 

La reina tenia una hija y la queria entranablemente. 

Exercise, Substitute aquel, aquelloSj aquella, aquellas 
(the one, those or the ones) for the nouns hombrCj hombres, 
mujer, mujeres, in the preceding^ prepositional sentences. 

Quien = El que. 

Learn the following proverbial expressions: 

Quien promete, en deuda se He who promises gets him- 
mete, self into debt. 



246 HOW TO THlssi^ iN SPANISH. 

# 

Qnien da presto, da dos ve- He gives twice who gives in 
ces. a trice. 

Qnien canta, sus males es- He who sings drives away 
panta. care. 

Qnien todo lo qniere, todo He who wants it all, loses 
lo pierde. it all. 

Qnien mncho duerme, poco Who sleeps mnch learns 
aprende. little. 

THINGS. — SUBJECTS OF YEKBS. 

^Ve V. Do yon see 

e &rbol que est& en — that tree which is in front 



f rente de la casa f of the honse? 

— el que est& en frente de la — the one which is in front 
casa ! of the honset 

^-esos firboles que est&n en — those trees which are in 
frente de la casa t front of the house? 

— los que est&n en frente de — those which are in front 
ellat of it? 

— esa casa que estfi detrds de — that house which is behind 
los 6rbolesT the trees! 

— la que estk deir&s de ellosi — the one which is behind 

them? 

— esas casas gwe estfin detrfis — those houses which are 
de lOs drboles ? behind the trees? 

— las que est&n detrds de — those which are behind 
ellos? them? 

THINGS. — OBJECTS OF VERBS. 

H^ aqui Here is (here are) 

— el 16piz que me pidi6 V. — thQ'penGilwhich you asked 

me tot 

— el que me pidi6 V. — the one which you asked 

me for. 

— ^losl&picesgwemepidi6V. — the pencils which you 

asked me for. 

— Zo5 que me pidi6 V. — those which you asked me 

for. 



HOW TO THINK IN SPANISH. 



247 



) 



-la pluma que V. quiere. 
-la que V. quiere. 
-las plumas que V. quiere. 
-las que V. quiere. 



— the pen which you want. 
— the one which you want. 
— the pens which you want. 
— those which you want. 



THINGS. — POSSESSIYES. 



Mi hermanito tiene un bar- 
quito cuyo casco es de 
caoba, cuyos palos son de 
pino bianco, cui/a &ncora 
es de plata y cut/as velas 
son de lienzo. 



My little brother has a little 
boat whose hull is of ma- 
hogany, whos^ masts are 
of white pine, whose an- 
chor is of silver and whose 
sails are of linen. 



The ending of cuyo depends on the next word. 



THINGS. — OBJECTS OF PREPOSITIONS. 



El despacho donde (or en 
que) trabajo esta en el se- 
gundo piso. 

La casa adonde (or a que) 
vamos es magnifica. 

El cuarto de donde (or de que) 
vengo est411eno de humo. 

La pluma con que escribo es 
un regalo de .un amigo 
mio. 

Es una pluma fontana por 
la que di6 cinco duros. 

Los pronombres son pala- 
bras sin que no se puede 
hablar. 



The office where (or in which) 
I work is in the second 
story. 

The house where (or to which) 
we are going is magnifi- 
cent. 

The room, from which I come 
is full of smoke. 

The pen with which I write 
is a present from a friend 
of mine. 

It is a fountain pen/or which 
he gave five dollars. 

Pronouns are words without 
which we cannot speak. 



Say the preceding six sentences again, substituting 
el cual, los cuales, la cualj las cuales for que. 

They may also be said with el que, los que, la que, las 
que ("the which") instead of que alone. This is the form 
given in the fifth, because porque has another meaning. 



248 



HOW TO THINK IN SPANISH. 



In the following examples, which contain longer pre- 
positions, que is not nsed alone, although el que, la que^ etc. 
maybe.. 



MireV. 

— ese arbol hajo el dial est& 
una vaca. 

— aquel bajo el cual est& una 
vaca: 

— esos firboles detras de los 
cuales hay una casa. 

— aquellos detras delos cuales 
hay una casa. 

— esa casa encima de la cual 
estd una veleta. 

— aquella encima de la cual 
estd una veleta. 

— esas casas cerca de las 
cuales se va reuniendo 
mucha gente. 

—aquellas cerca de las cuales 
se va reuniendo mucha 
gente. 



Look at 

-^that tree under which a 
cow is standing. 

— the one under which a cow 
is standing. 

— those trees "behind which 
there is a house. 

— those behind which there is 
a house. 

— that house on which is a 
weather-cock. 

— the one on which is a 
weather-cock. 

— those houses nenr which 
many people are collec- 
ting. 

— those near which many 
f)eople are collecting. 



Lo que. 

When reference is not made to a definite preceding 
word, use the following expressions. 

Doblo dos veces lo que I fold twice what {=that 

which) remains. 

Give me what you have 
promised. 

What can^t be cured must 
be endured. 

Tell us (relate to us) what 
happened. 

Tell us all that you know 
about that matter, 



veces 
queda. 

Deme V. lo que me ha pro- 
metido. 

Lo que no se puede reme- 
diar, se ha de aguantar. 

Refi6ranos V. lo que sucedi6. 

Refi6ranos V. todo lo que 
sabe acerca de ese asunto. 



HOW TO THINK IN SPANISH. 249 

Cuant^ may be substituted for todo lo que : 
' "Refieranos V. cuanto sabe acerca de ese asunto. 

In the same way cuantos is the equivalent of toJofi las 
que: 

Les engan6 k cuantos confia- He deceived all those who 
ron en ^\]ork todos los que trusted him. 
confiaron en 61. 

Me ley6 cuantas cartas reci- He read to me all the letters 
bi6 de 61 j or todas las car- which he received from 
tas que recibi6 de 61. him. 

Finally, when a statement is continued by referring to 
the preceding clause, h cual is the proper word: 

Le rogu6 que me acompa- I requested him to accom- 
nase, lo cual no quiso ha- pany me, whichliQ did not 
cer. wish to do (=and he did 

not wish to do it). 

TU. V0S0TB08. 

If you wish to use Spanish in your own family, you 
will have to master the forms mentioned on P. 96. The 
following remarks will assist you. 

Learn the following illustrations so that you can say 
the new forms with tu and vosotros when the old ones 
with V. and Yds. are given. 

Tu. 

1. Si V. estudia bien y se Si (tu) estudias bien y te 

porta como un caballero, portas como un caballero, 

su madre le llevara al cir- tu madre teMeyar&al circo, 

CO, y yo le traere un re- y yo te traer6 un recuerdo 

cuerdo de la exposici6n de la exposicion cuando 

cuandovuelva. Entretan- vuelva. Entre tanto, este 

to, este lio contiene algo lio contiene algo para tL 
para V. 

The meaning is : If you study well and behave yourself 
like a gentleman, your mother will take you to the circus, 



250 HOW TO THINK IN SPANISH. 

and I will bring you {to yon) a souvenir from the exposi- 
tion when I return. In the mean time, this package 
contains something for you. 

Like most of the other personal pronouns, tu is omitted 
when it is the subject of a verb unless it is emphatic. 

2. Ti is used after all prepositions except con. 

Ir6 con V. Ir6 contigo. 

3. Possession is expressed as follows: 

iD6nde est& su l&piz, su plu- iD6nde est& tu Ifipiz, tu plu- 
ma de V.t ma ? 

iD6nde est&n sus l&pices, ^Ddnde est&n tus Ifipices, 
sus plumas de Y.I tus plumast 

Este l&piz es suyo (es de V.). Este l&piz es tuyo. 

Esta pluma es suya. Esta pluma es tuya. 

Estos Ifipices son suyos. Estos Ifipices son tuyos. 

Estas plumas son suyas. Estas plumas son tuyas. 

Este es el suyo (el de V.). Este es el tuyo. 

Esta es la suya. Esta es la tuya. 

Estos son los suyos. Estos son los tuyos. 

Estas son las suyas. Estas son las tuyas. 

4. When there are two objective pronouns, te stands 
before the other one. 

Se lo dar6 — se la dar6r— se Te lo dar6 — ^te la dar6 — ^te 
losdar^— selas dar6 (& V.). los dar6 — ^te las dar6. 

No puedo d&rselo — ddrsela No puedo d&rtelo — d&rtela 
— d&rselos — d&rselas k V. dartelos — d&rtelas. 

Except in the case of the reflexive se : 
Se le ha olvidado k V. Se te ha olvidado. 

5. Verb Forms. All verb forms used with tu except 
the imperative and the preUrito histdrico can be formed 
by adding s to the third person singular (or, which is-the 
same thing, to the form used with V.). Examples : 

V. mira, mete, vive Tu miras, metes, vives 

V. miraba, metia, vivia Tu mirabas, metias, vivfas 



HOW TO THINK IN SPANISH. 251 

V. mirar&, meterfi, vivird Tu mirar&s, meter&s, vivirfis 

y. miraria, meterla, viviria Tu mirarias, meterlas, vivi- 

rlas 

V. mirara, metiera; viviera Tu miraras, metieras, vivie- 

ras 
Que V. mire, meta, viva Que tu mires, metas, vivas 

Si y. mirase, metiese, vi- Si tu mirases, metieses, vi- 
viese. vieses. 

Any irregularity occurring in the third person will 

therefore reappear with tu : 

V. cierra, vuelve, tiene, etc. Tu cierras, vuelves, tienes, 

etc. 
Irregular ; tu eres from ser, to be. 

The pretMto histdrico is formed from the first person, 
by changing 4 to aste^ and i to iste: 

Yo mir6, meti, vivi Tu iniraste, metiste, viviste 

and these are frequently heard (though not written) with 
a final s: mirastes, metisteSf vivistes. 

Any irregularity of the first person will therefore 
occur also with tu : 

To estuve, hice, dije, etc, Tu estuviste, hiciste, dijis- 

te, etc. 

The imperative is formed by dropping the 8 from the 
present tense : 

Tu miras, metes, vives | Mira i | Mete ! \ Vive ! 

But this form is not used negatively; the presente del 
subjuntivo takes its place : 

j No mire V. — No meta V. — i No mires — No metas — 
No viva V. I No vivas ! 

Learn the following irregular imperatives: 

J Haga V. — ponga — tenga — | Haz — pon — ten — ven — 
venga — vaya — saiga — ve — sal— di! 
diga! 



252 HOW TO THINK IN SPANISH. 

Ye also means see. 

Negatively the preceding imperatives would be : — np 
hagas, no pongas, no tengas, no vengas, no vayas (and no 
veas), no saigas. 

6. Practice in the various verb forms is easily obtained 
by reviewing Daily Actions and substituting the new 
form in each case for the one given with V, 

Vosotros. 

In speaking to more than one person in your own fam- 
ily, use vosotros to men and boys, vosotras to women and 
girls, and vosotros to persons of both sexes. 

1. Si (vosotros) estudiais bien y os portals como caba- 
lleros, vuestra madre os llevard al circo, y yo os traere re- 
cuerdos de la exposici6n cuando vuelva. Entre tanto 
este Ho contiene algo para vosotros. 

Vosotros (vosotras) is generally omitted unless it is 
emphatic. 

2. Vosotros {vosotras) is used after all prepositions. 

3. Possession is expressed as follows : 

Su padre de Vds. Vuestro padre. 

Su madre de Vds. Vuestra madre. 

Sus lapices de Vds. Vuestros lapices. 

Sus plumas de Yds. Vuestras plumas. 
Este cuarto es suyo (de Vds.) Este cuarto es vuestro. 

Esta casa es snya. Esta casa es vuestra. 

Estos cuartos son suyos. Estos cuartos son vuestros. 

Estas casas son suyas. Estas casas son vuestras. 

Este es el suyo. Este es el vuestro 

Esta es la suya. Esta es la vuestra. 

Estos son los suyos. Estos son los vuestros. 

Estas son las suyas. Estas son las vuestras. 



HOW TO THINK IN SPANISH. 253 

4. When there are two objective pronouns, os stands 
before the other one : 

Selodare — seladar6 — selos Os lo dar6 — os la dar6— os 
dare — se las dare & Vds. los dar6 — os las dare. 

Nopiiedod&rselo— ddrsela — No pnedo daroslo— d&roslo 
d&rselos — darselas dVds. — d^roslos— dfiroslas. 

Except in the case of the reflexive se: 

Se les ha olvidado k Vds. Se os ha olvidado. 

6. Verb Forms, Compare the plural with the singular: 

TU. VOSOTROS. 

miras, metes, vives mirais, meteis, vivis 

mirabas, metias, vivias mirdbais, metiais, vivlais 

mirar&s, meter&s, vivir&s mirar^is, meter6is, vivir6is 

mirarias, meterias, vivirias mirariais, meteriais, vivi- 

riais 

mires, metas, vivas mireis, metais, vivais 

mirases, metieses, vivieses mirfiseis, metieseis, vivi^seis 

miraste, metiste, viviste mirasteis, metisteis, vivis- 

teis 

mira ! mete ! vive ! mirad ! meted ! vivid ! 

no mires ! no metas ! no vi- no mireis ! no metais ! no 
vasi ' vivais! 

All the futures add its to the infinitive. 

The imperative used affirmatively changes the r of the 
infinitive into d (haced, poned, tened, venid, id, ved, salid, 
etc.) 

The pretSrito histdrico adds is to the singular. 

All the others (except vivis and other verbs having 
infinitives in ir) insert i before the final s of the singular. 

7. When os is affixed to an imperative, the latter loses 
its d : 

Lavaos (for lavados). Wash yourselves. 

Escondeos {for escondedoss). Hide yourselves. 
Vestios (for vestidos). Dress yourselves. 



254 HOW TO THINK IN SPANISH, 

The only exception is 
Idos. Go away. 

8. Practice in these verb forms can be had by review* 
ing Daily Actions and substituting the new forms for the 
corresponding ones given with Yds. 



READING FOR A SPEAKING VOCABULARY. 



Your attention is called to the fact, that the usual 
exercise of translating Spanish into English may teach 
you what Spanish words and phrases mean in English in 
a given case, so that you will know them when you see 
them again ; but it will not enable you to think of them 
when you wish to use them. 

How then shall we make our reading contribute to 
our speaking vocabulary ? There are two ways. 

1. By learning to read as Spaniards do without 
translating into English. At first a translation is of 
great assistance until the strange ways of expression 
become somewhat familiar. Then by reading several 
thousand pages of Spanish, beginning with the easiest 
and very gradually increasing in difficulty, the useful 
words and turns of expression impress themselves 
upon the memory by the frequency of their occurrence. 
Tour aim should be to emancipate yourself from the ne- 
cessity of putting Spanish into English. The way to do 
so is to say each sentence over to yourself hi Spanish 
without looking at the book, as soon as you know what 
it means. It makes no difference how you find out what 
it means. Say it deliberately enough to associate the 
ideas with the Spanish words. Say it as if you were 



^HOW TO THINK IN SPANISH. 255 

communicating the ideas in it to an imaginary listener. 
If a sentence is too long, skip it or divide it. It may be 
slow work at first, but you will soon do it unconsciously. 
When this habit is formed, reading Spanish will be think- 
ing iu Spanish. You can then read ten or fifteen pages 
while a student learning by the old fashioned way is 
translating one. It is not learning by heart; for, you 
give your attention to one sentence at a time without at- 
tempting to remember it in connection with the preced- 
ing or the following one. This process, which is just as 
applicable to the study ot English, I should call Reading 
for a Vocabulary, as distinguished from reading for in- 
formation or entertainment. The following books, pre- 
sented as nearly as possible in the order of difficulty, will 
be found useful. 

Worman^s First Spanish Book 44 

Worman^s Second Spanish Book 44 

El Indiana. Comedy with English translation 
opposite by Prof. E. D. de la Cortina 53 

La Coja y el Uncogido, Comedy with English 
opposite 53 

Amparo, Novel with English opposite, by Prof. 
Cortina 81 

Bespuis de la Lluvia el Sol. Comedy with notes 
by Prof. Cortina 37 

The above prices include postage. 

1^* Don't read classical Spanish literature until you 
can understand the Spanish newspaper without translat- 
ing it. 

2. The second way of making our reading contribute 
to our speaking vocabulary is by reading short stories, 
short poems, anecdotes or newspaper items and repro- 
ducing them from memory. 



256 BOW TO TBINE IN SPANISH. 



SHORT STORIES. 



Short stories, anecdotes and newspaper items afford 
excellent opportunities for practicing Spanish, when you 
are alone, and for enlarging your vocabulary. 

For a while, it is best to learn such pieces accurately 
by heart ; in the course of time you will remember only 
the point of a story, and then you will tell it more or 
less freely in your own way. 

If the piece is very short, like the following, reading 
it over a few times and then trying to say it without 
looking at the book, will usually be sufficient. 

Decia un irland^s : — Querria conocer un pals en 

Said an Irishman : — I should like to know a country in 

el que no se munera jamas, porque de seguro me iba 

which. people never die, because surely 1 should go 

alii derecho a concluir mis dias. 

there straightway to end my days. 

But when the piece is longer, or contains many new 
words or phrases, like the following, a different method 
may be pursued. 

Cuando el . duque de Clarence estaba en el colegio y 

When the Duke of Clarence was at college and 

necesitaba dmero para sus caprichos, acudia generalmente 

needed money for his caprices, he applied generally 

& su abuela la rema Victoria. Un dia, en que sm 

to his grandmother the Queen Victona. One day, in which without 

duda se habia cansado la generosidad de S. M (su 
doubt had become tired the generosity of H. M. (her 



HOW TO THINK IN SPANISH. 257 

magestad), le contest6 esta con una carta, dfindole 

Majesty), to him answered the latter with a letter, giving him 

sanos consejos en lugar del dinero pedido. Pero 
wholesome advice instead of the money asked for. But 

no habfa contado la reina con el ingenio de su nieto. 

had not reckoned the Queen with the ingenuity of her grandson. 

La carta era autografa y el duque la vendi6 k uno de 

The letter was autograph and the Dake it sold to one of 
sus companeros por cincuenta chelines. Despu6s escribi6 
his comrades for fifty shillings. Then he wrote 

k su abuela, dandole las gracias por sus buenos y 

to his grandmother, giving her thanks for her good and 
fructif eros consejos. 
effective advice. 

In such pieces, the best way is to ask yourself and 
answer questions in Spanish in such a way as to bring 
each portion of every difficult sentence prominently be- 
fore the mind. For example : 

1. iQuien estaba en el colegio ? — Ul duque de Clarence 
estaba en el colegio. 

2. I Donde estaba el duque de Clarence 1 — El duque de 
Clarence estaba en el colegio. 

3. iQue necesitaba? — Necesitaba dinero. 

4. iCu&ndo necesitaba dinero? — Necesitaba dinero 
cuando estaba en el colegio. 

5. i Para que necesitaba dinero T — Necesitaba dinero 
para stis caprichos. 

6. 4 Que hacia generalmente t — (This question asks 
for a whole sentence. Observe that the form of the verb in 
the question conforms to that of the answer : hariaj acu- 
dia). — Acudia generalmente k su abuela la reina Victoria: 

7. 1 A qui^n acudia generalmente? — Acudia general 
mente a 5W abuela la reina Victoria. 

8. 4 Acudia k menudo k ella 1 — Acudia generalmente «i 
ella. 



t, 



258 HOW TO THINK IN SPANISH. ^ 

9. 4 La reina Victoria es su pariente Y — La reina Vic- 
toria es su abuela. 

10. iQui6n es su abuela? — La Reina Victoria es su 
abuela. 

In the next sentence, what questions would you ask 
to bring out the following parts in the answers : 1. Un 
dia. 2. Le contest6 esta con una carta. 3. Con una carta. 

4. Esta. 5. Le. 6. Se habia cansado la generosidad de 

5. M. 7. La generosidad de S. M. 8. De S. M. 9. Sanos 
consejos. 10. Sanos consejos. 11. Del dinero pedido. 12. 
Del dinero pedido. 

Consult Interrogative Words, P. 236. 

In answering your questions, repeat enough of each 
question to make your answer a complete sentence. 

Only such questions should be asked as can be answer- 
ed by using the words of the sentence under consider- 
ation. 

By going through the sentences that areldifScult and 
those that contain new words in the way here illustrated, 
you not only practice using Spanish, but you can hardly 
help remembering the piece. Your final effort should 
then be to tell it connectedly from memory. 

A few pieces for such practice are added. 

^^ A good way to insure thinking in Spanish will 
now be to look up new words in a dictionary like 

PiCATOSTE's Diccionario Popular de la Lengua CastCt 
liana, (by mail $ 2.12) ; or 

Prieto's Diccionario Portdtil, (by mail $1.87), in 
which the explanations are given in Spanish. 

BiBLiOTECARio SABio. — Un hombre, encargado de formar el fn- 
dice de una biblioteca, encontr^ un libro hebreo, y no sabiendo qne 
titnlo ponerle en el cat^logo, escnbi6 asi : 

Item . un libro cuyo principio est4 en el fin. 



HOW TO THINK IN SPANISH. 259 

BoKiTA 0GnPAGi6ir. — XJn 8olter6n ric^, tenia dos oriados. H6 
aqnl el di&logo qne entre los tres, amo 7 criados, paad &ntes de ayer: 

— ^BBt&sahi, Pedro t — Si, senor. — 4QU6 hacesf — Nada, senor. — 
i Bst&s ahi, Juan t — Si, senor — i Qu6 haces t — Ayadar & Pedro. — ^Pues 
bien, cnando concluyas, entra d darme las botas. 

Tarba DiFfciL. — Habia uno emprobeoido de modo que ya no le 
habia quedado ni dinero ni muebles, y como entrasen una noche ladro- 
nes en su casa, luego que los vi6, les dijo : 

— Buscad, buscad, me alegrar^ de veros hallar de noche lo que yo 
no encuentro do dla. ^ 

La Cafbtbra DEL CapitIn.— Mi capit&n, d^o el criado, ^esU 
perdida una cosa cuando se sabe donde est&T — { Tonterlas! contestb el 
capitdn, por supuesto que no. 

— Pues, no se apure Y. por su cafetera de plata, porque est& all& 
abajo en el mar. 

ExTRAYAOANOiA. — Pap& ^qu^ OS extravagauciaf pregunt6 un mu- 
chacho. — Extravagancia, contest6 el padre, es, por ejemplo, alquilar un 
bote que te cueste un peso para ir en busca de un sombrero que te haya 
caido al rlo y por el cual pagaras, cuando nuevo, oincuenta oentavos. 

Yarios modos de medir. — Al traerme ayer el chocolate & la cama, 
dijo el criado : 

— Senorito, ha nevado. — ^Muchof — Ya lo oreo. — ^Habrd caldo 
una cuartaf — C4, mucho m&s. — 4 Media varat — Echo usted varas. 

— Hombre, dame de vestir, y calla, porque no es eso posible en 

este pais. 

Me vesti, me asom^ al balc6n, y yi que apenas llegaba la nieve & 
seis 11 ocho llneas. 

— 4 Orees tii, que es esto m&s de media vara t le d^e enojado. 

— ;Toma! contests estiipidamente, ya lo oreo, porque lo mide 
usted asi ; si lo midiese usted & lo largo ya verla usted si pasaba. 

Tales, uno de los siete sabios de Grecia, deda que nada habia tan 
fuerte como la necesidad, pues todo cede & ella; nada tan rdpido como 
el pensamiento que oorre inmensos espacios ; nada m&s pronto que la 
luz ; y nada m&s diHcil que conocerse & si mismo. 

Dos i. CUAL mIs embusteros. — Decia un exagerador : 

— Ho visto en Murcia una berza tan grande que & su sombra des- 

cansaban, durante la siesta, varias cuadrillas de segadores. 

— ^Yo, contestaba otro que le ola, he visto hacer una caldera tan 

oolosal, que dentro de ella trabajaban cien jornaleros y de unos & otros 

no se oian los martillazos. 



'i 



260 HOW TO THINK IN SPANISH. 

— Hombre, esa es grilla, dgo el de la berza. . i Con qu6 objeto po- 
dlan haoer una caldera tan disforme T 

— Con el de cocer la berza que viBteis en Murcia. 

BscoGiDA FiciL. — Un hombre de bnen apetito, fa6 con nn amigo 
snyo & comer & una mala venta, donde solo encontr^on tres huevos y 
una botella de vino. 

— En cuanto al vino hay baatante para los dos, porque el senor no 
bebe, dijo el comildn ; por lo que hace & los huevos, trdigalos Y. quo 
ya nos arreglar^mos. 

En efecto, los trajeron, y puestos en la mesa, tom6 dos y dijo al 
compauero : 

— ^Ahora escoja Y. 

— I Y c6mo escoger, dijo el otro, si no queda m&s que uno t 

— Y bien ; todavia puede Y. escoger, entre comerlo 6 dejarlo. 

EscoBAS BARATAS. — Uu vendedor de escobas gritaba en la fe- 
ria : — i A cuatro cuartos, 4 cuatro cuartos, las ricas escobas ! A poco 
rate principi6 & gritar otro vendedor : — ; A dos cuartos, & dos ouartos, 
las ricas escobas ! 

— Hombre, tu te has propuesto arruinarme, dijo el primer vende- 
dor al segundo. ^ No conoces que no se pueden vender las escobas & 
dos cuartos f 

— Pues gano en ellas, contest6 el segundo. 

— Eso no es posible, porque yo robo el palmito, robo la oana y 
robo la tomiza, y apenas saco el trabajo de hacerlas. 

— \ Pero, imb^cil ! i No conoces que y o las robo hechas t 

S6GRATES. — 4 CuAl es tu patria? preguntaron & Socrates. — El mun- 
do. — 4 Bn qu6 te diferencias de los otros hombres? — En que ellos viven 
para comer y yo como para vivir.— ^ Qu^ es lo que sabesf — Que nada 
B^, — i Bn qu6 te distingues de los otros filosofos t — En que ellos creen 
saberlo todo. 

Antlstenes le ensenaba por orgullo su capa rota y remendada. 

— 4 Qu6 es lo que ves en ml de superfluo ? le pregunt6. 

— ^Yeo tu vanidad, le contestd S6crates, al trav^s de los agujeros 
de tu capa. 

Yenganza de UN PADRE.— La hija de un gran comeroiante va 6, 
quejarse con 61 de que su marido le ha pegado. 

— 4Te ha pegado ? dice el padre lie no de indignaci6n. 4 Y c6mo 
te ha pegado 1 

— Me di6 uua bofctada. 

— I Una bofotada ! ; Qu6 alrenta ! Esto no puede quedar asl : yo 
me vengar6. 



HOW TO THINK IN SPANISH. 261 

Y bmscamente aplica A la pobre mnchacha un cachete en la otra 
mejilla. Despn^s, abrazando & su h\ja, que no vol via de sa asombro : 

— Vaya, le dice, v6 4 ver & tu marido y dile que me he vengado : 
^1 le peg6 & mi hija, pero yo he abofeteado & su mnjer. 

Terrible alternativa. — Pedia un mendigo con muchas instan- 
cias una peseta & una mnjer que Iba por la calle ; neg6se esta d ddrsela, 
y 61 la persigui6 un gran trecho haciendo la misma demanda, hasta 
que vi^ndola entrar ya en su casa, dijo : 

— Por esta falta de caridad se ve un hombre precisado & hacer 
cosas que.... 

Oompadecida la buena mujer, y creyendo evitar un deli to, le di6 
la peseta, y le pregunto qu6 harla si no tuviese aquel socorro : d lo que 
el mendigo respondio con mucho descaro : 

— ^Me tenia que poner & trabajar. 

Serm6n kuIkaro. — H^ aquf parte del senn6n de una ku&kara : 

Hermanos mlos : tros cosas hay que no me s^ explicar. La prime- 
ra es, que scan tan tontos h)s muchachos, que tiren piedras d los drbo- 
les para coger la fruta, cuando si la dejaseu sola, ella misma se caerfa 
& las manos. La seguuda, que sean los hombres tan malvados, que 
vayan d la guerra 6, matarse unos d otros, cuando por si solos ban de 
morir ; y la tercera y la liltiraa, y la que mds me confunde es, que sean 
tan bobos los j6venes, que vayan & buscar & las muchachas, cuando si 
se estuviesen quietos en suBcasas,ellas irian d buscarlos. 

Orden interminante. — Durante el sitio de Amiens, se did por 
6rden general que nadie pudiese salir de casa de noche sin linterna. En 
la misma de aquel dia, se presento un labrador con la saya en la mano. 

— Tu linterna, grita la centinela. — H61a aqui. — Si ; pero no tiene 
vela. — En la 6rden no se dice eso. 

En la manana del dia siguiente se da nueva 6rden, mandando que 
nadie saiga sin una linterna con su vela. En aquella tarde, al anoche- 
cer, se presenta el mismo hombre con su linterna y la vela. 

— I En d6nde estd tu linterna f—H^la aqui. — ^Yla velaf — H61a 
aqui. — Pero, no estd encendida. — En la drden no se ha mandado que 
lo est^. 

Fud necesario pnblicar una tercera 6rden, en que se prohibia salir 
sin una linterna en la que se llevase una vela encendida. 

El capitIn y el gomerciante. — Yiajaban juntos por casuaUdad 
un capitdn de navlo y un comerciante. Este preguntd d aquel 4 donde 
muri6 su padre de Y. t — En el mar, respondio. — i Y su abuelo y bisa- 
buelof — En el mar tambi^n. — ^Y sabiendo esto 4 es posible que tenga 
Yf valor para embarcarse ^ 



262 HOW TO THINK IN SPANISH. 

Call6 el capit&n, reflexioii6 algnnos momentofr 7 dijo despn^s al 
mercader 4 ha muerto sn padre de V. T — Sf. — i Y d6nde falleci6f — En 
8u cama. — j Y su abneloT — Tambi^n en an cama. — 4Y es posible qne 
tenga Y. valor para ir 6, la camaf 

No TODO LO QUE SB piENSA SE PUEDE DECiR. — Gamiuando nn ca- 
ballero por las orillas del Tajo, lleg6 & nn cerezo de cnyas alias ramas 
pendlan mnchas oerezas madnras. El demonio de la gala tent6 d 
nnestro hombre ; mir6 & sn rededor, por ver si le observaban, aproxim6 
el caballo, afi.anz6 nn pi6 en el estribo, leyant6 el otro, 7 en nn san- 
tiam6n se encontr6 los pi^s sobre la silla 7 las manos en las ramas In&s 
alias comiendo cerezas. 

Enesia s^inacion pens6 nnmomenio en el peligro qne corrfa7 
dijo : — Cielos, si pasase alguno 7 le ocnrriese decir, arre. — Apenas 
pronnnci6 esia liliima palabra, cnando el animal, cre7endo obedeoer 
& sn amo, iomo el iroie, 7 cataplum, el caballero midi6 el sanio snelo 
con sn cnerpo. 

Fesimismo. — Ayer esi&bamos Alejandro 7 70 al balcdn viendo & 
nn nino jugar con nnaoana adomada de cinias 7 papel dorado. { Feliz 
edad ! exclam^ 70. ^ Qu6 le imporian & esie nino los grandes negocios 
del mnndo f 

Se eqnivoca nsied, me dijo Alejandro. Si se le rompe esa cana con 
qne jnega, si nn companero se la qniia, si sn madre le regana porqne 
se divierie con ella, le verd nsied ian afligido como nn general con la 
p^rdida de la baialla 6 nn minisiro con sn calda. El hombre es mlse- 
ro desde la cnna al sepnlcro. 

An^cdota de Sir TTaltee Baleigh.— Habiendo Sir "Walter pe- 
sado una caniidad de iabaco snficienie para llenar sn pipa, se preseni6 
con ella anie la reina de Inglaierra; 7 cniando el humo snbfa caraco- 
leaudo de sn boca, ofreci6 aposiar con sn Magesiad & qne podia pesat 
el hnmo. Isabel acepi6 la propnesia, 7 Sir Walter concln76 tranqni- 
lamente de fumar sn pipa; enionces vacio las cenizas, las pes6, 7 sns- 
irayendo sn resuliado de la caniidad de iabaco pnesio al principio, de- 
dujo d la reina la suma neia 7 exacia del peso del hnmo. Isabel pag6 
la apnesia, 7 aprendi6 & sn cosia qne la materia es indestrnctible. 

La Nuez. — Dos muchachos que jugaban al pi6 de nn nogal, ha- 
Uaron en el suelo una nuez que se habia caido del drbol. " Es mfa," 
dijo uno de ellos, ''pues 70 he sido el que la he visto el primero."— 
'* No," respondi6 el otro ; " es mla porque7o he sido el qne la he reco- 
gido del suelo." No pudiendo ponerso de acuerdo respecto al legltimo 
dueiio de la nuez, 7a estaban dispuesios 6, disputd^sela & golpes, cna^- 



flow TO THINK IN SPANISH. 263 

do an Joven que pasaba, habi^ndose enterado del motivo de la qnere- 
11a, oogi6 la naez, la parti6; y poni^ndose en medio de los muchachos, 
les dijo: '' Yo voy & poneros de acuerdo ; la mitad de la c&8cara perte- 
neoe al qne la vi6 el primero, y la otra mitad al que la recogi6 del sue- 
lo; respecto & la pepita, yo me la gnardo en pago de la decisi6n que he 
dado.'' '' Este es,'' anadi6 riendo, '' el resnltado usual de los pleitos/' 

06mo el pRfNGiPE Jorge de Gregia sALy6 la yida al Czare- 
wiTCH. — ''Est&bamos, dice el principe, en una acera de la callo, y en 
la acera opuesta habia formada una If nea de policias & ouya cabeza se 
hallaban dos oficiales, cuando aparecid el Czarewitch. Yo le seguf y 
tras mi iba un ministro japon^s. 

'' De repente se separ6 uno de los policias de la If nea, y levantan- 
do su espada con ambas manos sobre su cabeza la dej5 caer con toda 
su fuerza antes de qne nadie hubiese podido intervenir. For fortuna, 
aunque oblfcuamente, el Czarewitch vi6 yqhit el golpe y tuvo tiempo 
para esquivarlo inclin&ndose & un lado, salvando as! su propia vida, 
pero la punta de la espada loYant6 la piel del cr&neo desde el v^rtice 
de la cabeza hasta sobre el ojo derecho. El policfa levantd de nuevo 
su sable, y el Czarewitch recibi6 otraherida en el mismo sitio pr6xima- 
mente que el anterior. 

** Entonces el Czarewitch corri6 huyendo del asesino que sigui6 
tras 6\ y yo corri en pos de ambos, Uegando precisamente en el mo- 
mento en que el arma iba & caer por tercera vez, y dando un golpe con 
mi baston en la cabeza del policia le hice caer en tierra. Esto fu6 todo." 

El mejor guard a, el miedo. — Cuando en Chile se estableci6 el 
primer tel^grafo se abrigaron temores de que los indios lo destruye- 
ran. Para evitarlo se acudi6 & la siguiente estratagema: 

Habia en el campamento chileno unos 50 indios cautiyos, y el ge- 
neral de las tropas chilenaS; con el objeto antes indicado, los llam6 y 
les dijo: 

— |Y6i8 aquellos alambresf 

— Si — oontestaron todos. 

— Pues bien, cuidado, pero mucho cuidado en acercaros & ellos, y 
aun m&s en tocarlos, porque si lo hac^is, no podr^is despu6s soltarlos. 

Los indios se sonrieron con incredulidad. 

Entonces el general los llam6 uno & uno, 6 hizo que cogieran con 
las manos los dos extremos de la bateria ei^ctrica mientras estaba 
funcionando. 

En aquel momento dijo el general con voz de mando : 

— Os ordeno que solt^is el alambre. 

— ^No puedo; se me han clavado las manos— dijeron todos. 



264 HOW TO THINK IN SPANISH. 

Internimpida entoDces la corrieutei los indios quedaron libres, 7 
el general les di6 la libertad, recomendandoles que no dijeran & nadie 
lo que hacfan aqnellos alambres. 

Los indios regresaron & sus tribns, 7 se lo dijeron & todos. 

Desde entouce^ ningun indio se acerca & los postes del teldgrafo. 

El Suspiro del Moro. — Cuando Boabdil, tiltimo re7 moro de 
Granada, se vi6 obligado & abandonar & Espana, se detuvo en la cnni- 
bre del monte Padui. Desde aquel elevado sitio, descnbriase Granada, 
la Vega 7 el rlo Genii, 6, orillas del cnal se elevaban las tiendas de 
oampa&a del ej^rcito de los Re7es Cat61icos Fernando 6 Isabel. A la 
vista de tan bello pais, que iba & abandonar para siempre, Boabdil no 
pudo contener su emoci6n, 7 silenciosas l&grimas corrieron por sus 
mejillas. La sultana Aixa, su madre, que le aoompanaba en su des- 
tierro con los nobles que en otro tiempo componlan su brillante corte, 
le dijo: ** Llora, Uora como una d^bil mujer la p^rdida de un reino que 
no bas sabido defender oomo hombre/' Pocos momentos despu^s, la 
hermosa Granada, el tiltimo baluarte de la dominaci6n irabe en 
Espana, desaparecia de su vista para siempre. Desde entonces aquel 
sitio se llam6, 7 se llama ho7, *' El Suspiro del Moro." 

Plinio. — En la famosa erupci6n del Yesuvio que ocasiond la 
muerte del naturalista Plinio, su sobrino Plinio el joven estaba con su 
familia en Mesina, ciudad poco distante del volo&n. Todos los habi- 
tantes buscaban su salvaci6n con la fuga. Solo Plinio, temiendo poco 
por simismo elpeligro que lecercaba, no pens6 mds que en salvar la 
vida de su madre. Esta le rog6 que hu7ese sin ella, pero sus ruegos 
fueron intitiles. Plinio el joven prefiri6 el morir con su madre antes 
que abandon arla^ 7 & pesar SU70 la sac6 con violencia. Ya la ceniza 
cala sobre ellos 7 el bumo obscurecia el oielo; pero uada pudo atemo- 
rizar & Plinio ni obligarle & abandonar & su madre. La sostuvo, la lie- 
v6 en sus brazos 7 la consolo. Y el cielo le recompenso conservdndo- 
le una madre m&s preciosa para 61 que la vida, 7 & la madre un hijo 
tandigno de su amor. 



CURRENT PHRASES. 



There are in every language certain stereotype phrases 
of constant oenrrence, which everybody uses and without 
which conversation is impossible. A selection of these is 
given below. Students and teachers can easily create 
situations that call for their use. 



4 Qn4 dice nsted f 
Si; senor. 
NO; senora. 
Si; senorita. 
Creo que si. 
Greo que no. 



What do you sayf 

TeS; sir. 

No, madam. 

Yes, miss A. 

I think (or belieye) so. 

I don't think so. 



2 



I Ta lo creo I 

Por supuesto. 

For supuesto que no. 

Con mucho gusto. 

BuenO; or ) 
Corriente. ) 

I Qu6 l&stima 1 



I should think so i (no doubt). 

Of course. 

Of course not. 

Certainly. With much pleasure. 

All right. 

What a pity I 



8 



4 Qu6 quiere V. t 

iQuiere Y. prestarme su oorta- 
plumas t 

H^lo aqui. 

Muchas gracias. Mil gracias. 

Doy & T. las gracias. 

No hay de que, or I 
No las merece. S 

"Bb V. muy amable. 



What do you wish ? 

Will you lend me your penknife? 

Here it is. 

Many thanks. 

I thank you. 

Ton are welcome. (There is no 
occasion for thanks. ) 

You are very kind. 



2C6 



HOW TO THINK IK SPANISH. 



J Bntre Y. ! 

I Saiga T. ! 

I Vdyase Y. ! 

\ Yenga Y. ac& ! 
i Yenga Y. aqul ! 

Dispense Y. 

No importa. 



! 



Come in ! 
Go out ! 
Begone ! 

Gome here ! 

I beg yonr pardon. 
It doesn't matter. 



ft 

i De veras t or 4 Es verdad t 

Ya caigo or Ya. 

De ningtin moda 

Descuide Y. 

4 C6mo se llama esto en espanol 1 

4 Para qu6 sirve T 

^C6moseusat 



Is that so f 

I see. I understand. 

By no means. 

Never mind. Don't be uneasy. 

What do you call this in Spanish? 

What is it used for? 

How do you use it? 



6 



I Qu^ bonito ! 

\ Qu^ nina tan hermosa ! ) 
I Qu6 niiia m&s hermosa ! ) 

Hace frio hoy. 

Hace calor. 

Tengo frio. 

Tengo hambre y sed. 

Estoy cansado. 



How pretty it is I 

What a beautifdl girl ! 

It is cold (weather) to day. 
It is warm. 

I am cold. I feel cold. 
I am hungry and thirsty. 
I am tired. 



i Qui^n sabe f 

Es muy triste — ^terrible— horro- 

roso — espantoso — gracioso. 
Lo temo. 
Lo espero. 

(Yalor! or {J^nimo! 
4Qu6 quiere Y. decirt 
I Qu6 qtijere decir esof 



Who can tellt 

It is very sad— terrible— horrible 

— frightful — funny , 
I am afraid so. 
I hope so. 
Courage ! 

What do you mean? 
What does that mean? 



HOW TO THINK IN SPAKISH. 



267 



8 



iQu6 hora esY 

Es la una en pnniio. 

Son las dos. 

Son las caatro y oinoo. 

Son las seis y diez. 

Son las siete y oaarto. 

Son las ocho y yeintioinoo. 

Son las naeve y media. 

Son las diez menos yeinte. 

Son las once menos cnarto. 

Son las doce. 

Son las doce menos dnco. 



{Micho, nxicho, miohol 

] Qa6 harnbre tiene I 

Yenaqni 

iCaUal 

(Tr&emelo! 







10 



Bnenos dias, seflores. 

Buenos dias, senoras. 

Buenos diaS; senoritas. 

406moest6n Yds. (ustedes) esta 
mananaf 

Muy bien, gracias; iy Y.t 

Asl as! or Tal cual. 

^Ha dormido Y. bienf 

11 

Quiere Y. ponerme este bot6nf 
Siryase Y. ooserme este rasg6n. 



12 



Est&/ osouio aqul. 
Tengo Bueno. 
Buenas noches. 
Buenas tardes. 



What time is itt 
It is exactly one o'clock. 
It is two. 

It is 5 minutes past 4. 
It is 10 minutes past 6. 
It is a quarter past 7. 
It is 2.5 minutes past 8. 
It is half past 9. 
Itis 20 minutes of 10. 
It is a quarter of 11. 
It is twelve o'clock. 
It is 5 minutes of 12. 



HerepusS; puss! 
How hungry she ist 
Gome here. 
Keep still! 
Fetch! 



Good morning; gentlemen. 

Good morning; ladies. 

Good morning, young ladies. 

How are you (plural) this morn- 
ing! 

Yery well thank you; how are yout 

So so. 

Did you sleep well ? 



Will you sew this button on for 
met 

Please sew up this tear for me. 



It is dark here. 
I am sleepy. 
Good night. 
Good afternoon. 



Good eyening. 



268 



HOW TO THIKK IK SPANISH. 



iEsUY. liBtof 
Pues vamos. 



13 



Are you ready? 
Then let us go. 



14 



^Cu^nto vale la libra? 
^Ou^l es el precio de esto? 
Es demasiado caro. 
4 No tiene T. m4s barato? 

No me gnsta esto. 

Quisiera ver sn mejor t6 negro. 

^Pnede Y. enviarme eso &ntes de 
las once? 

4 Tiene T. el oambio de cinco 
pesos? 



How much is it ft pound 

Wl^at is the price of this 

It is too dear. 

Have you none cheaper? 

I do not like this (it does not 
please me). 

I should like to see your best 
black tea. 

Can you send me that before ele- 
ven? 



Have you change for five dollars? 



15 



^Yive aqul don l^icol&s Suartz? 

Si senor; pero no est4 en casa. 

Sirvase T. entregarle esta taijeta 
cuando vuelva. 

Me alegro'mucho de verle & V. 

Siento mucho hacerle esperar 
tanto. 

Adids. 

Hasta la vista. 

Hasta luego. 

Agradezco & T. su buena visita. 



Does Mr. !N'icholas Suarez live here? 

Yes sir; but he is not at home. 

Please hand him this card when 
he returns. 

I am very glad to see you. 

I am very sorry to keep you wait- 
ing so long. 

Good bye. 

Au re voir (to which you answer:) 

Au re voir (soon). 

I thank you for your kind visit. 



16 



Tengo hambre y Bed. 

I Mozo ! 

{Senorital 

D^me Y. la lista de manjares. 

Sirvase Y. pasarme la sal. 

Con mucho gusto. 

{Mozo, la cuenta! 

Tengo prisa. 



I am hungry and thirsty. 

"Waiter! 

"Waitress I 

Give me the bill of fare. 

Please pass me the salt. 

With pleasure. 

Waiter, the bill. 

I am in a hurry. 



fiow 1^0 MiKK m ^PAm&n. 26d 

17 

Sirvase Y. deoirme dende estd la Please tell me where the post- 
administracidn de oorreos. office is. 

^ Cu^nto cuesta el franqueo de How much is the postage on this 
esta carta y letter? 

Quisiera certificar esta carta. ^ '^^?\^ ^^ ^ ^*^^ *^» ^^^^"^ 

registered. 

4 Qn6 dia es hoy ? "What day is to-day T 

Hoy es domingo, Imies, m6rtes, To-day is Sunday, Monday Tues- 
mi6rcoles, jueves, viemes, s&- day, Wednesday, Thursday,!' ri- 
bado. day, Saturday. 

A c6mo estamos hoy f What day of the month is itf 

18 

Le deseo un buen viaje. I wish you a pleasant journey. 

Una (primera) para W., Ida y One (first class ticket) to W., 
vuelta. • and return. 

iX qu6 hora sale el trenf At what time does the train leayef 

i A qu^ hora Uegaf When does it arrive t 

i'Es este el tren para W.f Is this the right train for W.f 

A Debo mudar {or cambiar) de trenY Must I change cars ? 

^Ou&nto tiempo paramos aquif How long do we stop heref 

I Al coche, senores ! All aboard ! 

Este asiento est& comprometido. This seat is engaged. 

19 

Juan, Ueve T. este lio & casa de John, take (carry) this package to 
mi hermano. my brother's. 

4 D6nde viye t Where does he live f 

Tive en la calle vl^^simatercia, He lives Ko. 40 Twenty-third 
(or en la calle veintitres) ndmero Street, 
cuarenta. 

20 

iOuidadol Take care! Lookout! 

I Socorro ! Help ! 

I Pare V.I Stop ! 

i Oiga ! I say! (to call some one's attention ) . 

^Es este el oamino que conduce Is this the way to the telegraph 
& la oficina del tel^grafo f office. 

Vaya V. en seguida. Go straight ahead. 

^Puede V. dirigirme & unafonda Can you direct me to a good res- 
buenat taurantt 



270 



HOW TO THINK IN SPANISH, 



21 



Befior maestro ipnedo salirt 

Sex&or profesor iquiere Y. expli- 
oarmofistot 

Taya, despaoh^monoB. 

lEsoea! {Bravol 

lChit6n! No hagan tanto mido. 

To no he sido. 

No lo he hecho de prop^sito. ) 
No lo he hecho & sabiendas. y 

jAdelante I Siga Y. 

rresten atenci6n. 



Teacher, may I go outf 

Profeseor, will you explain this 
to met 

Gome, hurry up. 

That's it. Good for you I 

Silence I Don't miJce so much 
noise. 

It wasn't I. 

I didn't do it on purpose. 

Go ahead 1 Proceed ! 
Pay attention. 



82 



Pues, no me acuerdo. 

Es ridlculo, 4 no es yerdadt 

^Yendr&, no es verdadf 

Quix&s or Tal yes. 

Es probable. 

Es cierto. 

He mudado de pareoer. 

Tengo el gusto (or la honra) de 
p^resentarle & Y. & mi amigo don 
Benito iPeres Galdds. 

Gelebro la ocasi6n de conocerle & Y. 

A los pi^s de Y., senora or seno- 
rita; 



Beso & Y. la mano, caballero. 



Bien ^yqu^f 

^Qu6m&8d&f — Lo mismo d&. 



Well, I don't remember. 

It is ridiculous, isn't itf 

He will come, won't hef 

Perhaps. 

It is probable. 

It is certain. 

I haye changed my mind. 

I haye the pleasure {or the honor) 
to make you acquainted with 
my friend Mr. B. Perez Galdds. 

I am happy to meet you. 

At your feet, madam; (formula 
used on taking leaye of a lady; 
to which she replies :) 

I kiss your hand, sir. 



28. 



Hace mucho frfo.— SI, mucho. 
^Es esta su casa de Y f-Y la suya. 

{Qu^brazalete tan bonito!— Esti 
& 8U disposicidn de Y. — Estd 
muy bien empleado; or No 
puede mejorar de dueiie. 



Well, what of itT 

"What difference does it make T-^ 
It makes no difference. 

It is very cold. — ^Tes, yery. 

Is this your house?— It is. (Lit, 
and yours.) 

What a pretty bracelet I (to 
which the owner replies:) — It 
is at your disposal. (The an- 
swer is:) — It is very wel' 
where it is. 



HOW TO THINK m SPANISH. 271 

« 

iBSY. el senor Vald^s?— Servi- Are yon Mr. Yald^s ?— That is 
dor de V. my name (Lit your servant.) 

Pase V. adelante. "Walk in. 

^On&nto me llevar&T. porestos How mnoh will yon charge me 
g^nerosT for these goods t 

24. 

iQniere V. haoerme nn favor? — "Will yon do me a favor? (to 
Mande Y. caballero (senora, which the answer is:) Certain- 
senorita.) ly, sir etc. (Lit. command.) 

Le felicito &Y. or I oongratnlate you. 

Le doy & Y. la enhorabuena. 

I Felices Pascnas ! Merry Christmas ! 

jTenga Y. feliz ano nnevo! A happy New Tear! 

Letters. The most usual formulas used in writing 
letters are as follows. 

1. 

Sr. Don Emilio Castelar. 

Mny senor mfo: 
or Mi estimado senor : 



Qnedo de Yd. atto y S. S. 

Q. S. M. B. 

Juan Yalera. 



2. 

Sra. Dona Emilia Pardo BazIn. 

Mny senora mfa : 
or Estimada seHora: 
Sta. Dona Carmen Yaldez. 

Mny seuorita mla : 
or Estimada senorita: 



Qnedo de Yd. atto y S. S. 

Q. S. P. B. 
Benito P^rez Gald68. 



8. 

Qnerido amigo : 



Qnedo de Yd. (or tuyo) afmo. 

KirlfEz DE Arce. 



272 



HOW TO THINK IN SPANISH. 



Mi qnondo padre : 



Ta amante hijo. 

The abbreviations mean: 



Carlos. 



Sr., Sra., Sta. Mr., Mrs., Miss. 

atto, atta (atento, atenta.) attentive. 

S. S. (seguro seryidor, or segu- humble (lit sure) seryant 
ra servidora. ) 

Q. S. M. B. (que samanobesa.) who kisses your band. 

Q. S. P. B. (que su pid besa. ) who kisses your feet. 

afmo. afma. (afectisimo, afeotl- most affectionate, 
sima. ) 

In letters, these formulas mean simply: Dear Sir, 
Dear Madam, etc., and Yours truly. 

For commercial correspondence, Hossfeld's English- 
Spanish Commercial Correspondent will be found useful. 
The price is $ 1.00. 

The best dictionary for commercial and industrial 
terms is Ponce de Le6n's, Diccionario Tecnol6gico, 2 
vols. English-Spanish, $8.50, and Spanish-English $7.50. 



HOW TO THINE IN SPANISH. 273 



APPENDIX. 



Several subjects peculiar to Spanish have not been 
included in the preceding pages. They will now be briefly 
mentioned. A few useful rules are also added. 

1. Future subjunctive. You need never use the future 
subjunctive. It is easily formed from the forma reempla- 
zante by changing the a of the last syllable of each per- 
son into e. It occurs in a few expressions of every day 
life, such as sea lo quefuere, be it what it may. 

For numerous examples, see Spanish Bible, Sermon on 
the Mount, San Mateo, Cap. V, 11, 13, 19, 20, 22, 23, etc. 

2. Diminutives and Augmentatives. Certain endings are 
added to words to indicate smallness, prettiness, admira- 
tion, dffection, on the one hand; and largeness, ugliness, 
aversion, ridicule, on the other. Thus, a mother, speak- 
ing to her little child, would say 

manedtaj deditos, piececitos, ojitoSy boquita, 
instead of mano, dedos^ piisj cjoSj hoca. 

There are numerous other endings, but they repre- 
sent so many shades of meaning that the only safe way 
to learn them is by observing their use in actual life. 

Christian names are treated in the same way. Fi'om 
Maria we get Mariquita, from Ana, Anita, from Ju^n, 
Juanito (Johnny,) from Carlos, Carlitos. 

Even adjectives and adverbs sometimes have these 
endings; as, cansadita (somewhat tired) from cansada. 

3. Plural. In general es is added to nouns and ad- 
jectives ending in a consonant, or in y, or in accented d^ 
i, 6, u; the rest take s. 



274 HOW TO THINK IN SPANISH. 

4. Adjectives ending in e, &, or, like stiave, corUs, mayor 
do not change in the feminine. Proper adjectives in & 
fingUSj inglesaj are exceptions. Other endings must be 
learned by experience. 

The endings imno, isimay isimos, isinuis, are often 
added to adjectives; as, grandisimo (=muy grandCyJ very 
great. 

Adjectives are frequently used with the neuter arti- 
cle lo : 

Mucha distancia hay de lo There is a great distance 
sofUido & lo real. between tvhat is dreamed 

a,udtvhatis real. 

La soga quiebra por lo mds The rope breaks at the weak- 
dibil. est (part.) 

Sometimes the adjective used with lo agrees with a 
noun : 

No se puede V. figurar lo You cannot imagine how 
encdntadoras que son las charming the Andalusian 
andaluzas. women are. 

5. Adverbs may be derived from the feminine form of 
adjectives by adding the ending wen^e: 

segurOf sure se^guram^ente, surely 

fdcilj easy fdcilmentej easily 

When there are two or more, m^nte is added only to 
the last one : 

clara y distintamente clearly and distinctly 

Prepositional phrases are often used instead of such 
adverbs; as, confacilidad, con seguridad, de un modo cla- 
ro y distinto. 

6. Le and lo. Many use le where lo has been given as 
an objective pronoun. To avoid confusion the learner 
should follow the patterns. 

7. Direct Object tvith d. When a definite person is the 
direct object of an action, it is preceded by a; 



HOW-TO THINK IN SPANISH. 275 

He saludado & mi amigo.^ 

Qniero alcanzar & ese senor. 

Salado al maestro. 

Observo & mis companeros. 

In the same way : i A qiu6n ha visto V. t — No lo he 
visto & a, — jConoce V. & ese hombret etc. 

With imagined persons d is left out. Compare : Busco 
k mi padre. — Busco un hombre que pueda ayudarme 
(help me.) 

With animalS; usage varies. Compare: Llamo el gato 
— Llamo al perro. 

With countries, d is used when there is no article : 
Los visogodos invadieron & Espana -, but :-Pizarro con- 
quist6 el Per6. 

Under certain circumstances things are preceded by d; 
but these must be left to experience. 



< ^ 



276 



INDEX. 



PAGE. 

Thb LiviKG Method 3 

To thbStudbnt 4 

Introduction 

The Pronunciation of Spanish 5- 26 

Numbers 27- 30 

Objects 31 

Parts 33 

Position 36 

Direction 40 

Divisions of Time 44 

The two Classes of N'ouns 45 

8er and Estar 53 

Shape — Colors — How Things feel 56 

Sound — Taste — Smell 59 

Size — "Weights and Measures 61 

Ownership 64 

Daily Actions — Simple Sentences. 

The Hand 68 

Substitution of objective pronouns, negation and questions. 69 

The Fist 72 

The Handkerchief 75 

ThePenknifd^ 76 

Third Person Singular 78 

The Finger 80 

The Chair 82 

The Arm, Foot, Head 84 

The Hands 86 

Third Person Plural 87 

The Drawer 88 

A Sheet of Paper 91 

The Second Person 94 

A Package 97 

First Person Plural 99 

Conjugation , lOX 



277 

PAGE. 

The Door 104 

The Watch 105 

How to use the Infinitive 107 

The Cat Ill 

TheDog 112 

Two Pronouns 114 

The Book 115 

Future Tense 118 

Expressions of Future Time 120 

"Writing 121 

"Writing a Letter 124 

Imperative 127 

Bequests 130 

In the Morning 131 

Perfect Tense 134 

Expressions of Time with the Perfect Tense 137 

At a Meal , •. 138 

Results of Actions 142 

Passive Yoice 144 

An Evening Entertainment 147 

In the Street 148 

Forma Progresiva del Presente 154 

Going to Bed 159 

PreUrito Historico 162 

Historical Events 166 

Additional Expressions of Time 168 

Travelling 169 

Going to School 173 

In School 174 

Sewing 179 

At the Sewing Machine 181 

Going to Market 183 

Making a Call 186 

GoKNECTiNa Sentences. 

Conjunctions 189 

Que 191 

Presente del Suhjun tivo 193 

Perfecto del Subjuntivo 200 

Cuando 201 

Forma Progresiva del Pamdo 203 



278 

PAQE. 

Desp^que, — PretMto Compuesto 205 

8i, — Conditional SentenoeB 207 

Conditional Mood. — Imperfecta del Subjuntivo 208 

Forma Beemplazante 213 

Wishing 214 

Other cgiyunctions 215-230 

Comparison 231 

Interrogative Words 277 

Introductory Phrases 236 

Questions 237-241 

Eelative Pronouns 242-249 

2\f and Voaotros 249-254 

Rbadingfor A Speaking Vocabulary 254 

Short Stories 256 

Current Phrases 265 

Letter Writing 271 

Appendix 273 




- / . 



The Living Method 

. • . FOR LEARNING ... 

oW to ^^hin^in Bfench. 

• • • dY • • • 

CHARLES F.KROEH, A.M. 

Professor of Lans:iias:es in the Stevens Institute of 

Technology, Hoboken, N. J« ^ 

mf BUSHED BY THE AUTHOR, LONDON AND NOBOKEH, 9fX 944K ¥ff^ ft 




There could be no higher praise than the following: 

Prom the REVIEW OF REVIEWS, ApriO, 1893, p. 368. 

Prof. Charles F. Kroeh, of the Stevens Institute of Technologf, 
christens his method for the oral acquisition of foreign languages, the 
" Living Method." It seem) to us to have a marked philosophical and 
practical superiority to other systems, as an examination of its merits will 
convince the inquirer. The essential point in Prof. Kroeh's method is 
that one must " live in French ; '' he must associate day after day with 
his own actions as he performs them, the correct French phrase which 
describes them. In this way direct connection is made between the 
foreign language and the action, while the learner must eliminate from 
his mind all thought of the English phrases. The other features of tbii| 
.system are a worthy support to this fundamental principle. 

  «  
Prom the SCIENTIFIC AMERICAN, April 8, 1893, p. 220. 

Pbof. Kboeh, in stating the basis of his method of learning French 
•tfttes that you cannot speak French while thinking in English. To 



learn French he observes it is not necessaiy to live in France, but you 
must live in French. In carrying out this idea he gives French sentences 
which describe the general actions of any one's daily existence, and pre- 
sents an ingeniousi easy and practical system of rapidly acquiring famili- 
arity with this beautiful knguage. It is decidedly the best work for 
the learner that has eome under our notice. 

alt 4c 4c 4c 

From Prof. J AJIES W. BRfOHT, Jolm^ Hopkins University! 

I am sure the book will accomplish precisely what Uk set to t>e 
its purpose ; no better praise is possible. 

^F ^F ^F ^F 

From tiie Chancellor of Chautamiaa. 

455 Frankun Street, Buffalo, N. Y., J 
March 2i, 1893. ) 

My Dear Sir :^'You. have done a great and beautiful work in the 

publication of your manuals, " How to Think in French,*' ** The Pro« 

nunciation of French," and "The French Verb." These little books 

should have the widest circulation. 

(Signed,) JoHN H. Vincent, 
lift. Chas. F. Kboeh, Chancellor of Chautauqua, 

Stevens Institute of Technology. 
Hoboken, N. J. 

^ ^ ^F ^F 

From Prof. EDWARD S. JOVNES, of Soutb Carolina College. 

I thank you for your neat and suggestive little book, which strike! 

me as one of the best and most truly helpful of its kind that I have evei 

seen. I congratulate you on your happy and I think original title, "The 

Living Method.*' ... I want you to have full credit for your sensible 

and ingenious work. 

 «  41 

From Prof. A. R. LAWTON, Stevens School, the Academic 

Department of the Stevens Institute of Technology. 

After two months' experience in the use of your " Living Method," 
it gives me great pleasure to bear testimony to its excellence. With it, 
my classes have accomplished more than any preceding classes in the 
same amount of time. It is certainly the most *' Natural Method '* yet 
discovered. As a basis for conversational exercise and as a means of 
teaching the construction of the French sentence, it far surpasses any 
text-book I have hitherto used. 

My most striking experience was in the first lesson on y and en. 
With your book we mastered these troublesome little words in a short 
space of time, so that even the drones could use them intelligently. 



The Living Methoil 

. . . FOR LEARNING ... 

poW to Thinly in IJeMan, 

• • • BY • • • 

CHARLES F.KRQEH, A.M. 

Professor of Lans^uages in the Stevens Institute of 

Tecltnoiogy, Hoboken, N. J. 

FUBU8HED BY THE AUTHOR, LONDON AND HOBOKEIf 



OPINIONS. 



From the SCIENTIFIC AflERICAN, Nov. ii» 18931 P* 3 16. 

The fundamental idea is the same as in " How to Think in 
French " by the same author. The learner associates with his own 
actions day after day, as he performs them, the correct German sen- 
tences that describe them. No English comes between him and 
what he wishes to say in German. Then he Is taught to vary the 
sentences according to the genius of the language. They serve as 
patterns or formulas of speech in which he gradually substitutes the 
rest of his vocabulary. Finally he connects sentences together in all 
possible waySc All the grammatical difficulties of German (the de- 
clensions, the order of words, the command of verb form, indirect 
discourse, etc.) are taught practically in an entirely original way, by 
which the learner gradually emancipates himself from his dependence 
on English for the expression of his thoughts, Especial attention is 
called to the chapter on reading for a speaking vocabulary and on 
learning short stories. As a practical book to aid in quickly 
acquiring the power of correct and fluent speaking of the 
German language, this nvork has no equal. Every learner 
should procure it. Professor Kroeh is one of the ablest of instruc- 
tors and this book is the concrete result of many years of active 
experience in his profession* 



ftom the REVIEW OF REVIEWS, October, 1893, p. 484. 

The same attractive and usable system of language acquirement 
which commended itself in Prof. Kroeh's *' Living Method " for 
learning to think in French appears in the volume devoted to the 
German language. Prof. Kroeh is experienced and practical, which 
means that he has not made a parrot-like identity between the two 
books. Act, and think (better, utter) the words of the foreign tongue 
corresponding to your action, is the constant advice of each» but 
the idiomatic structures of the French and the German are thor- 
oughly distinguished and well treated. 

   « 

rir. J. H. KAPPES, Supt. of Schools, Maysvllle, Ky., says: 

" I have examined your work closely and critically and it is, in 
my estimation, most philosophical in its development of the subject. 
I hail it with great pleasure. You have apprehended the real, the 
only correct method to be pursued." 

    

Dr. J. H. PHILLIPS, Sttpt. off Schools hi Blrminghain, AfaUt 
says : 

" I think it is an excellent work, and we have placed U 00 oar: 
list for this year.** 

  «  

President JOHN STUART, Central University off Iowa, says: 

*' I have examined the ' Living Method ' somewhat carefuUy. 
U Is good." 

    

Dr. R. R. WALLACE, Hamilton, Ontario, says: 

*' Your book pleases me better than any linguistic work I have 
ever seen — and I have examined a good many. I believe you have 
produced the best, the most thorough and practical system extant." 

  e  

Miss ANNA FRANCES WHITMORB, Principal off the New- 
ark Seminary, says: 

** Upon examination I find that I can heartily endorse your 
^ method of teaching both the German and the French languages.^ 



The Living Method. 



The principle of the Living Method was first formulated 
by the author in 1887 (see p. 141), after twenty years' ex- 
perimenting with all methods of teaching and learning 
languages, and he has used portions of the present book in 
his classes with gratifying success for the last five years. 

The fundamental idea is correctly stated in the preced- 
ing references. It remains to be added that the teacher is 
at liberty to use any method of instruction in connection 
with this book, devoting a portion of the hour to practice 
by the Living Method and the rest to reading, translation 
speaking German to the class by the << Natural " or any other 

method, etc. 

The Living Method says to the learner: "Convert 
your passive attitude of sitting still and listening, into the 
active one of doing something and of speaking. Perform 
the actions yourself. Raise your hand, saying at the same 
time, ' ich erhebe die Hand.' Here are idiomatic sentences 
to associate with your actions. The book tells you in your 
own language what these sentences mean, but you must 
associate them with your actions without thought of English, 
you must live them out. When that is accomplished, every 
such sentence is a ' pattern ' which you will be taught to 
imitate, so that you can form hundreds of others yourself." 



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